Negotiation skills training for students of Human Resource Management

THE MINISTRY OF EDUCATION AND TRAINING
THE VIETNAM INSTITUTE OF EDUCATIONAL SCIENCES

DO KHANH NAM

NEGOTIATION SKILLS TRAINING
FOR STUDENTS IN THE HUMAN RESOURCES
Major: THEORY AND HISTORY OF EDUCATION
Code: 6214.01.02

SUMMARY OF DOCTORAL THESIS

Hanoi - 2016


This thesis has been completed at the Vietnam Institute of Education Sciences

The scientific advisors:
Ass. Prof. PhD. Nguyen Thanh Binh
PhD. Luu Thu Thuy
Opponent 1:
Opponent 2:
Opponent 3:

This thesis will be defended in front of the Examination Board at the Vietnam
Institute of Educational Sciences, No.101Tran Hung Dao Street, Hanoi.
At...... date..... Month ....year.....

This thesis can be found at:

-

The National Library

-

The Library of the Vietnam Institute of Educational Sciences

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PREAMBLE
1. Urgency of the problem studied
1.1. Negotiation process taking place everywhere, in all areas (economic, cultural,
social ...), in every person, in every family, neighbor relations, in business offices, in the
ministries, in every country, in the region and globally.
1.2. Every human being is a subject capable cognitive, personality, attitudes, hobbies.
But every human being can not exist alone should have to seek agreement, cooperate
with others to co-exist. Therefore, dialogue, negotiation has always been alternatives to
conflict, confrontation with violence.
1.3. Through fact-finding mission, universities are now trained in human resource
management, the construction program has not taken into negotiation skills training
program and when determining the outcomes have not mentioned . Teachers in the
teaching process less concerned with the formation and development of negotiation skills
for students, so the negotiation skills of students is low. So, putting the negotiation skills
training program in assessment and in outcomes is becoming ever more urgent.
1.4. The 21st century is called the "era of the economy based on skills" (Skills Based
Economy - information from the World Bank). Professional activities of each person
depends on the hard skills and soft skills. The key to real success is that we must know
how to combine both skills. For students of HR, they are the organization, management
of human resources in the future, so they need to be equipped with skills to negotiate to

resolve the jobs in career fields as well as in life. Stemming from the above reasons, we
have chosen the theme "Train negotiation skills for students of human resource
management" to research in the hope of contributing to improving the quality of
education for students of human resources management capacity of Vietnam universities.
2. Research Objectives
On the basis of theoretical studies and practical training on negotiation skills for
students of human resource management in the universities, the proposed measures
negotiation skills training for students of HR so that students can negotiate effectively,
contributing to improving the quality of training of human resources, social needs.
3. Objects and subjects of the dissertation
3.1. The objects
The process of negotiation skills training for students of human resource
management.
3.2. Subjects
The relationship between the modes of negotiation skills training with the results
achieved negotiation skills of students in HR.
4. Scientific Hypothesis
Student of human resource management skills needed to negotiate to resolve the
tasks in the field of human resource management profession as well as in life. If
organized negotiation skills training for students experiencing learning process, which
ensures equip students to meet and negotiate steps firmly and apply this skill solve
problems fundamental in learning, in the field of human resource management
profession, in life ... with diverse measures in line with the objectives, programs, training
content, ensuring outcomes will contribute to improving quality training for students of
human resource management of the university, meet the work, the needs of today's
society.
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5. Research Tasks

5.1. Develop theoretical basis for negotiation, negotiation skills training for students
of human resource management.
5.2. Analysis factual basis of negotiation skills training for students of human
resource management at a number of universities today.
5.3. Recommended measures negotiation skills training for students of human
resource management;
5.4. Organization empirical measures proposed.
6. Scope of Research
- Currently, the University of Hanoi Affairs, University of Labour and Social Affairs,
University of Commerce based in Hanoi are trained in human resource management. So
we chose to survey schools on to assess the status of the negotiation skills training for
students of human resource management;
- Carrying out experiments at school: Hanoi University of Internal Affairs;
- The scale survey of about 600-700 students;
- Empirical Organization negotiation skills training for students through
extracurricular activities in the form of club activities.
7. Research Methods
7.1. Methodology
Approach the subject in view of the system, in view of activities and practices.
7.2. The specific research methods
7.2.1. Academic research methods
The theme uses the methods of analysis, synthesis, systematized, generalized,
documents related theory, to develop a theoretical basis for negotiation skills training for
students of human resources management at.
7.2.2. Group practical research methods
Survey method using questionnaires, interviews, tests, observation, experimentation,
research, case studies, product research activities, expert.
7.2.3. Data processing methods
Using mathematical formulas analyze statistical research results; presentation of
research results. The survey data was processed by SPSS in Windows environment,

version 12.0.
8. argument need protection
8.1. Negotiation skills of students in HR associated with value-oriented careers and
professional labor skills of students after graduation. They need to use this skill to solve
the jobs in career fields as well as in life.
8.2. Negotiation skills of students in HR only formed and developed as it is defined
in the standard output, from which teachers organize activities negotiation skills training
for students. Standard output of the industry HR training on negotiation skills are
oriented to the design program, organization and evaluation of training graduates.
8.3. Organization negotiation skills training for students of human resource
management to ensure the principle of experience and need an impact on demand,
willpower, their attitude during practice. Practice positive student outcomes determinants
of learning process where negotiation skills.
8.4. Train dexterity has required negotiation, just promote skills related M as:
communication skills, goal setting, consistency, empathy and sharing, teamwork,
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persuasion, presentation reviews perception, emotional control ... well development.
Therefore, negotiation skills training needs associated with skills training Other M as a
whole.
9. New contributions of the thesis
Theoretical:
The research results of the thesis was to identify the role of negotiation is a
professional skill / capability is important, necessary in training students in human
resource management. Thesis supplement and deepen the theoretical basis for
negotiation, negotiation skills, the structure of the negotiation skills and characteristics of
negotiation skills; Identify the principles, the path, the measures; The process and the
steps taken to train negotiation skills for students of human resource management in
order to improve the efficiency of training to meet requirements of today's society.

At a practical level:
- To reflect the reality of the negotiation skills of students in HR are limited, mainly
to reach the average level. The organization of negotiation skills training for students of
human resource management was spontaneous, not a system, not all copies and
influenced by many factors such as subjective and objective needs, perceptions,
positiveness of teachers and students; the conditions of space, time and means of teaching
...
- Negotiation skills to be considered in view of the action, have been linked to many
other skills involved coordination and implementation. Among them, including 20 basic
soft skills are divided into 4 groups: Group skills target identification; Group
communication skills; Group collaboration skills and team skills dispute settlement on
the basis of goodwill "Both sides win."
- Proposed principles, content and how to implement six measures negotiation skills
training for students of human resource management, including: (1) Addition of
negotiation skills in managing industry standard output HR to develop content-oriented
curriculum and assessment of graduates; (2) Train negotiation skills for students of
human resource management in the theoretical lessons; (3) Organizations developing
integrated teaching negotiation skills for students; (4) Train negotiation skills associated
with activities HR profession; (5) Through the organization of the competition; (6)
Through actual operation. The feasibility and effectiveness of the measures taken by
professionals, teachers, and students confirmed through an experimental success of the
measures proposed at the University of Hanoi Interior. Again shows the meaning, the
importance and necessity of negotiation skills for students of human resource
management in the career field as well as in life.
- The dissertation is the reference needed for education, negotiation skills training for
students of human resource management in the universities; while the reference for
graduate students, graduate students, teachers in universities.
10. The structure, the layout of the thesis
The thesis includes an introduction, four chapters, conclusions, recommendations,
list Section the author's works published related to the subject, reference list and

appendices.

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Chapter 1
RATIONALE FOR NEGOTIATING SKILLS TRAIN
FOR STUDENTS IN THE HUMAN RESOURCES
1.1. Research Overview issues
- Skills are developed through the course of operation. In it, knowledge is the
foundation, is the necessary condition to forming skills. To practice a particular skill, we
need to set out the organizational forms and methods of teaching and appropriate
measures to create excitement for learners to participate voluntarily and actively.
- By studying the materials at home and abroad, today people are not only concerned
about the IQ (Intelligence Quotient: IQ), that more and more attention to EQ (Emotional
Quotient: index emotional intelligence). Life skills issues and life skills education has
been the domestic and foreign scientific research interest. They not only study the basic
theory about life skills and life skills education but also to examine each particular skills
to apply it in the lives of humans. One of the skills that are more interested in the study
authors that is negotiation skills. However, the research on negotiation skills, new authors
to stop the problems of theory and its application in a number of areas of social life
including the business sector, the diplomatic, the management and labor relations ...
Currently, no one works any mention of the formation and development of negotiation
skills for students, especially the negotiation skills training for students HR sector. This is
an issue left open, should be continued interest in research to improve the quality of
training and human resources meet society.
1.2. Some theoretical issues about negotiation skills
1.2.1. Negotiation skills
- Skills: To date there have been many studies on the skills and provide different
concepts, through research we found three trends emerged following the technical skills

to manipulate the action or activity; inclined skilled human capacity; skills that behavior.
- Negotiate: Negotiate is the act and process, in which two or more parties conduct
discussions about the general interest and the remaining points of disagreement, to reach
a uniform agreement.
- Skills to negotiate: is the process of implementing a voluntary manner based on
knowledge, attitudes, behaviors and experiences of the participants had negotiated to
conduct exchanges, discussions, discussion in the common interest of the two or more
parties, and the remaining points of disagreement to come to a unified agreement to
satisfy the needs of the parties to negotiate
1.2.2. The structure of the negotiation skills
The structure of the negotiation skills including skills component and is divided into
4 groups as follows:
1.2.2.1. Group targeting skills in negotiation
- Interpersonal skills needs and desires of partners
- Learn motor skills, the attitude of the participants negotiated
- Skills to identify targets
- Skills define strategies, tactics during negotiations
- Skill in working out plans to negotiate and how to solve them
1.2.2.2. Group communication skills in negotiation process
- Skills clear language understandable
- Ability to present their views in a logical, clear
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- Ability to use non-verbal language
- Skills to listen to the opinions of partners
- Skills questioned
1.2.2.3. Group collaboration skills in negotiation
- Skills to satisfy the needs of the parties to negotiate
- Skills objective recognition during negotiations

- Skills to persuade partners, share ideas in order to achieve their desired goals
- Skills compromise or concession of principle
- Decision-making skills
1.2.2.4. Group skills dispute settlement on the basis of goodwill "Both sides win."
- Ability to think positive
- Skills using negotiations postponed
- Skills people use mediation
- Handling skills, conflict resolution
- Skills and satisfy the purpose of the two sides during the negotiations
1.2.3. Features of the negotiation / negotiation process
- Negotiation is the process of adjusting the needs of the parties to come to an
agreement, they agreed.
- Negotiation is the consistency between cooperation and conflict.
- Negotiating the competition mutually beneficial.
- Negotiations on the basis of law.
- Negotiate and science, both as art.
1.2.4. The steps taken to negotiate
Negotiable, 3 specific steps: Preparation; Negotiations; Ended negotiations.
1.3. Some theoretical issues about negotiation skills training for students of HR
1.3.1. Train negotiation skills
- Train: Train is the practice of repeating the action several times in practice. Train to
reach the result is stable and sustainable, does not change even when the operating
conditions change.
- Hone your skills to negotiate: is the organization of diverse educational activities,
rich to stimulate students to participate actively in the process of operation. Thereby,
formation and negotiation skill development for students.
1.3.1.4. Process of negotiation skills training for students of HR
Process of negotiation skills training for students of human resource management can
be done in 4 steps:
1) To foster and raise awareness about negotiation skills and negotiation skills

training for students of human resource management;
2) Learning the basic negotiation skills (generic Lifeskills);
3) Create real-life situations, encourage students to master and practice negotiation
skills;
4) To examine and evaluate the results of negotiation skill training of students in HR.
1.3.2. The principles and methods of negotiation skills training for students of
HR
+ The principle: The principle experience; Interactive principles.
+ The method: training; Practise; case studies; Case studies; game.
1.3.3. The path negotiation skills training for students of HR
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- Through teaching activities; organized labor activity professional experience;
collective action; social activities; self-training activities of students.
1.3.4. Factors that affect the process of negotiation skill training of students in
HR
- The subjective factors: awareness of teachers and students on negotiation skills;
need; spirit; affection; knowledge and wisdom; organized negotiation process.
- The objective factors: cultural factors, environmental classrooms, dormitories and
society; means and facilities to serve the negotiation skills training; textbooks and
reference materials; the amount and composition of students in school groups.
Conclusion Chapter 1
1. negotiation skills is a form of action/research activities, learning and experience
that. This is a kind of professional skills are necessary for students of human resource
management.
2. To form and develop negotiation skills for students of HR should equip students to
meet and negotiate steps, including 3 steps: preparation; negotiations; ended negotiations.
Negotiation skills have been linked to many other skills involved coordination and
implementation. So, practice negotiation skills need to practice a system of related soft

skills include 20 elementary skills are divided into 4 groups: Group skills identified
goals; Group communication skills; Group collaboration skills and team skills dispute
settlement on the basis of goodwill "Both sides win." Skills groups inseparable dialectical
impact which together with advocacy and development.
3. Process of negotiation skills training for students of human resource management
can be done in 4 steps:
1) To foster and raise awareness about negotiation skills and negotiation skills
training for students of human resource management;
2) Learning the basic negotiation skills (generic Lifeskills);
3) Create real-life situations, encourage students to master and practice negotiation
skills;
4) To examine and evaluate the results of negotiation skill training of students in HR.
4. Learning activities, extracurricular activities are measures have enormous
potential, create opportunities for students to practice negotiation skills. Through this
activity, students have the opportunity to experience, is to maintain and develop the
relationship between the learner interacts with the learner, among learners with teachers,
and other soft skills related negotiation skills are also strengthened and developed.
5. The process of negotiation skills training for students of human resource
management is influenced by many factors, including factors subjective and objective
elements. Each element has a certain impact on the results of training. So in the process
of organizing training, need adequate attention to these factors in order to increase the
effective negotiation skills training for students of human resource management.
Chapter 2
PRACTICAL BASIS OF NEGOTIATION SKILLS TRAIN STUDENTS
FOR HUMAN RESOURCE MANAGEMENT BRANCH
2.1. Practical basis
2.1.1. Requirements for students of HR
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Student of human resource management is the management, organization and
personnel in the future. Therefore, they need negotiation skills to solve human
relationships - people in the labor activities as well as in life.
2.1.2. To the teacher
- Teachers were aware of the importance and the need to practice negotiation skills
for students. But now, teachers faced many difficulties when teaching the lesson that
integrates the negotiation skills. Therefore, the training, knowledge of negotiation skills,
methods and forms of teaching for teachers is essential.
2.1.3. Program content negotiation skills training for students of HR
Currently, the school does not have its own subjects to teach negotiation skills for
students of human resource management. So students learn negotiation skills through the
integration built into some subjects in the curriculum.
2.2. An overview of the current status survey
2.2.1. Surveying purposes
In order to assess the status of the negotiation skills and how to have the negotiation
skills training for students of the current human resource management of the universities.
Since then, the measures proposed negotiation skills training for students of human
resource management effectively.
2.2.2. Survey content
- Learn about the awareness of the need to practice negotiation skills and the process
of forming negotiation skills for students;
- Learn the steps negotiations, the process of teaching-learning about negotiation
skills training;
- Learn the steps taken to negotiate and factors affecting the negotiation skills
training for students of HR
2.2.3. Objects and surveyed areas
- We carried out a survey by questionnaire to 25 teachers and 698 students are
teaching and studying human resource management sector formal university system of
three universities: University Affairs Hanoi; University Labour - Society; University of
trade.

2.2.4. Methodology and survey tools
- Survey questionnaire teachers and students; Interview with management staff,
teachers and students; Observation of student activities.
2.2.5. The process of surveying the status
The status survey process is done in 3 stages:
Phase 1: Design and pre-testing;
Stage 2: The formal investigation;
Phase 3: Processing survey results
2.3. Survey results reality
2.3.1. Situation awareness
2.3.1.1. The awareness of teachers and students on negotiations and the need for
negotiation skills for HR profession
Survey results have 82.3% of the opinions of teachers and 79.5% of students selected
is the plan "very necessary" and "unnecessary". This result shows that the majority of
teachers and students are aware of the need to practice negotiation skills for students.

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This is a very favorable factor for organizations conducting negotiation skills training for
students of human resource management effectively.
2.3.1.2. The awareness of teachers and students on the other skills necessary to
participate in negotiations
We examined eight other essential skills while participating bargaining (skills to
cope with stress; planning skills, creative thinking skills, teamwork skills; negotiation
skills; skills problem solving, analytical thinking skills synthetic emotional control
skills). According to the teachers and students, group work skills and emotional control
skills are the two essential skills. Some other skills needed to be considered and should
be actively practicing.
2.3.1.3. The awareness of teachers and students on the road to negotiation skills

Survey results show that 78.6% of the opinions of teachers chose the negotiation
skills are formed by many different paths, but mainly through three basic paths: 1)
Through teaching process; 2) Train negotiation skills associated with job skills HR; 3)
Through practical activities; Up to 62.8% of the opinions of students also choose to
follow this plan.
Results of the survey on the level of capture the essence of negotiation skills, teacher
evaluation has 49.4% of the students to understand the nature, the steps taken to
negotiate. But only 38.9% of students can apply negotiation skills to be effective in life.
2.3.2. Current status of the negotiation skills of students in HR self-assessment
of students and teachers
2.3.2.1. The results of assessment of the level of skill development of student
bargaining HR
Table 2.1. Current status of the negotiation skills of students in HR as assessed by
students
Low
Medium
High
The skill group
Number
Number
Number
participation
Proportion
Proportion
Proportion
of
of
of
%
%

%
negotiate
students
students
students
1. Skills Group
determines bargaining
122
17.4
501
71.9
75
10.7
purposes
2. Group
communication skills in
127
18.2
436
62.4
135
19.4
negotiation process
3. Group collaboration
139
19.9
475
68.0
84
12.1

skills in negotiation
4. Skills Group resolve
disputes on the basis of
146
21.0
492
70.5
60
8.5
goodwill "Both sides
win"
General
534
19.1
1904
68.3
354
12.6
Through this table shows, students averaged skills in all 4 groups accounted for
68.3% rate; Students achieving a high level of 12.6%; Students in the lower group
occupancy rate of 19.1%. From these results, we go to that, at present negotiating skills
of students in HR also weaker level than actual requirements and demands of
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professional life. Therefore, the enhancement of skills training measures for students of
human resource management is essential issue for universities today.
2.3.2.2. Measures Status of negotiation skills training for students of HR
Table 2.2. Measures negotiation skills training for students of human resource
management through the evaluation of teachers and students

(Highest point = 4, the lowest score = 1)
Teachers
Students
Synthetic
Number
Number
Training measures
Mediu
The
Mediu
The
Mediu
The
of
m score
teachers

level

of
m score
students

level

m score

level

1. Additional negotiating

skills to the standard output
of the HR industry to guide
25
2.21
4
698 2.07
3
2.14
3
development ND, CT
subjects and assess graduates
2. Organization negotiation
skills training in the
25
3.05
1
698 2.72
1
2.88
1
theoretical hours
3. Organizations developing
integrated teaching
25
2.05
5
698 1.97
4
2.01
4

negotiation skills
4. Organization and
negotiation skills training
25
2.49
2
698 2.42
2
2.45
2
activities associated with HR
profession
5. Organization negotiating
skills training through
25
2.38
3
698 1.37
5
1.87
5
contest
6. Organize training
negotiation skills through
25
2.04
6
698 1.35
6
1.69

6
practical activities
General
25
2.37
698 1.98
2.17
The survey shows the relative consensus among teachers and students to assess the
level hierarchical use of measures affecting the negotiation skills training for students of
human resource management. In particular, the theory lessons are evaluated using the
most No. 1, the No. 2 is held negotiation skills training activities associated with the HR
profession, other measures in turn put the the remaining hierarchy (see table 2.2).
2.3.2.3. Status of factors affect the process of negotiation skill training of
students in HR
Survey results showed that the subjective element from the teachers and students
have a more positive impact. As for the external factors that affect lower in negotiation
skills training for students of human resource management.

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Conclusion Chapter 2
1. Teachers and students were aware of the importance and necessity of negotiation
skills for students of human resource management. This is the basic premise, important
organizations facilitate the negotiation skills training for students. Results situational
analysis is an important basis for the measures proposed negotiation skills training for
students of human resource management in the direction of learning outcomes approach,
meet the needs of the labor market, development economic, social and international
integration of the country.
2. Currently, students of human resource management has made certain negotiation

skills, but mainly to reach the average level. In bargaining activities they have shown
some basic skills but not stable, yet high performance. Therefore, failing to meet the
requirements of professional activities as well as in life.
3. negotiating skills is an integrated skills including basic skills 20 were divided into
4 groups. Through the survey, we found evaluate the development of the group
negotiating skills of students in HR uneven. Looking broadly, the level of development of
the group negotiating skills in order of descending from group to group communication
skills targeting skills, team collaboration skills and ultimately the team skills disputes on
the basis of goodwill "win-win".
When negotiations, the soft skills needed to participate and coordinate other.
Therefore, the negotiation skills training for students of human resource management will
lead to other life skills are also formed and developed.
4. The negotiation skills training for students with advantages and certain difficulties:
To the teachers: new teachers stopped providing basic knowledge about negotiation
skills to students during school hours rather theoretical attainment, other measures to
reach the average level. Inexperienced teachers implement the negotiation skills training
for students. Contents of training programs are heavy on theory, practice and practice at
real experience. Especially teachers of the school are not interested in the results of
negotiation skill training of students in the content evaluation course learning outcomes.
To the students: the negotiation skills of the students are formed and developed
mainly spontaneous. So they do not grasp the steps taken to negotiate a scientific way. In
addition to acquiring the theory in class, students do not have the opportunity to practice
negotiation skills through other activities.
5. The formation and development of negotiation skills for students of human
resource management is affected by many factors, including the factors subjective and
objective elements. However, the subjective factors have an important role, determining
the success of the process of negotiation skill training of students.
Chapter 3
MEASURES FOR ORGANIZING NEGOTIATING SKILLS TRAIN
STUDENTS FOR HUMAN RESOURCE MANAGEMENT BRANCH

3.1. These principles define measures negotiation skills training
3.1.1. Ensure purposes
3.1.2. Ensure practical
3.1.3. Ensure uniformity of measures
3.1.4. Ensure effective
3.2. Measures negotiation skills training for students of HR
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Based on a theoretical basis, practical basis presented in chapters 1 and 2, we
propose six measures negotiation skills training for students of human resource
management.
3.2.1. Additional skills outcomes negotiated in the HR industry to develop
content-oriented curriculum and assessment graduates
3.2.1.1. The purpose and significance of the measures
Standard output is the materialization of the objectives of training, it has the function
of orientation for the development of training programs in general and specific subjects in
particular, is also the basis for building standards and criteria for evaluation of graduates.
So, for students of human resource management has been negotiating skills they need
additional skills to negotiate outcomes. When negotiating skills exist in the output of
industry standard HR thoroughly the new construction of teachers as well as course
syllabi implemented effectively; create a development environment negotiation skills to
students maximize learning ability, scientific research and establish the business;
contribute to the process of improving the quality of human resource training.
3.2.1.2. The contents and how to implement
Step 1: Determine the type of negotiation skills and professional skills of students of
human resource management and put in the output of industry standards.
Step 2. Conduct a review of the training of management personnel to determine any
course or module has the potential to build the course content to meet learning outcomes
Step 3: Organize integrated teaching negotiation skills for students oriented

outcomes
Step 4: Testing and evaluation of learning outcomes of students towards integration
negotiation skills
3.2.1.3. Conditions for implementing measures
3.2.2. Negotiation skills training for students of human resource management in
the theoretical lessons
3.2.2.1. Purpose and meaning
The goal of the theory is that teachers now equip students with the basic knowledge
of the negotiation: the concept of bargaining, negotiation skills, negotiation steps, tactics,
strategies, principles and basic measures when conducting negotiations; and instructions
on how to organize practice negotiation skills in order to improve the efficiency of
negotiation skills training for students of human resource management.
3.2.2.2. Content and method of implementation:
* Content: students learn negotiation skills through the integration of this content in a
number of modules, such as the Labour Code; Managing human resource; The principle
of labor relations ...
* How to conduct
Step 1: Make the whole class
Step 2: Student Organization negotiations
Step 3: Review the class
3.2.2.3. Conditions for implementing measures
3.2.3. Integration of teaching negotiation skills training for students
3.2.3.1. Purpose and meaning
Negotiation skills do not exist in isolation, but it has an intimate relationship with
specialized skills. Teachers teaching organization towards integrating both equipped with
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professional knowledge simultaneously negotiating skills training for students. Towards
integrated teaching to take advantage of dual time and resources in these disciplines. On

the other hand, the integration of the knowledge and negotiation skills training to help
students develop a deeper knowledge of the discipline. Through integration with the
knowledge to teach negotiation skills training to meet the demands of the course learning
outcomes by the teacher in charge, creating opportunities for students to develop skills
through activities teaching and learning in the classroom.
3.2.3.2. The contents and how to implement measures
Step 1: Design Lessons towards integration negotiation skills
Step 2: Organize towards integrated teaching negotiation skills
Step 3: Integrate, integrate the negotiation skills training for students in teaching in
relevant subjects.
3.2.3.3. Conditions for implementing measures
3.2.4. Negotiation skills training activities associated with HR profession
3.2.4.1. Purpose meaning
This measure is the construction of situations to negotiate with content suitable for
human resource management profession to students who participate in negotiations,
which will form and develop negotiation skills for students.
3.2.4.2. The contents and how to implement measures
* Content: design the appropriate situations in the field of vocational activities such
as human resource management: The recruitment, management of salaries, bonuses and
arrange work placements.
* How to perform:
Step 1: Discover; Step 2: Connect; Step 3: Practice; Step 4: Apply
3.2.4.3. Conditions for implementing measures
3.2.5. Negotiation skills training through the organization of competitions
3.2.5.1. Purpose and meaning
Aims to promote the movement of learning for students, create a useful playground,
creative criteria "Cultivating knowledge, skills shown, very creative." Through the
contest, contributing to student-oriented human resource management knowledge, skills
and professional qualities required to become a successful human resource management
in the future; increase understanding of the profession, the future HR profession;

strengthening links between schools, faculties and institutions, training firms.
3.2.5.2. The contents and how to implement measures
* Content: Construction themed situations associated with human resource
management profession, students draw and implement the situation at the request of the
jury
* How to implement measures
- Step 1: Preparation; Step 2: Organizing the contest; step 3: Ending the contest
3.2.5.3. Conditions for implementing measures
3.2.6. Train negotiation skills through practical activities
3.2.6.1. Purpose and meaning
Through this activity, the negotiation skills of the students to be strengthened and
developed and help students confidently participate in negotiations in the area of work as
well in later life.
3.2.6.2. The contents and how to implement measures
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* Content: To coordinate with agencies and units to choose the topic guide students
to participate negotiation.
* How to implement measures
- Step 1: Prepare the conditions and means for students to participate in practical
activities; Step 2: Organize students take practice; Step 3: Wrap-up meeting, from
experience
3.2.6.3. Conditions for implementing measures
3.3. The relationship between measures negotiation skills training for students
of HR during training
Measures negotiation skills training for students of human resource management in
the training process that we propose in this thesis has close relationships, interactions
mutual support towards the effective negotiation skills training for students of HR
achieve the highest efficiency.

Conclusion Chapter 3
1. To implement the measures negotiation skills training for students of human
resource management in the organization need to thoroughly understand a certain number
of principles. These guidelines are aimed at improving the efficiency of measures
negotiation skills training for students of human resource management;
2. The negotiation skills training for students was held by many measures (many
different types of activities), create more opportunities for students to actively participate
in negotiation skills training. Each measure has its own way of organizing, avoid
monotonous boring, create excitement for the students to actively participate in training;
3. The subject content negotiation skills training are we determined to be the very
real issues, involves specialized training human resource management, close to the daily
lives of the students in order understanding raise capital, their knowledge to solve
problems easily and efficiently. Through this situation, students get to experience, be
familiar, prior to rehearsals after school encountered similar situations easily resolve their
good relations by means of negotiation bring success in work and in life;
4. Measures negotiation skills training for students of human resource management
in close relationships, interactions, mutual aid. So in the process of training needs and
coordinate the implementation of these measures are reasonable. Thereby, students will
be consolidated, complete and advanced negotiation skills, and have a multi-dimensional
perspective on negotiation skills are essential in human resource management sector,
giving them the excitement, passion in the process of learning and training.
Chapter 4
EXPERIMENTAL AND EVALUATION OF TEST RESULTS
4.1. The general issue of the pedagogical experiment
4.1.1. Experimental purposes
Experimentation was conducted to evaluate the feasibility and effectiveness of the
measures negotiation skills training for students, as well as verifying the scientific
hypothesis.
4.1.2. Object, time and place of experimentation:
We have conducted empirical negotiation skills training for undergraduate students

HR Affairs University in Hanoi. Lock 2012-2016 in which 58 students experimental
15


group (Class K12A) and 60 students of the control group (Class K12B); Lock 2013-2017
in which 41 students experimental group (Class K13A) and 43 students of the control
group (Class K13B) the selection of experimental and control groups was carried out
randomly.
Experimental time: From August 3, 2014 to December 10, 2014, with 65-hour
experiment.
4.1.3. The contents and scope of experimentation
4.1.3.1. Experimental content
For the experimental group we organize extracurricular activities through measures
Train negotiation skills through appropriate situations in the field of operational HR
profession. student control group we conduct regular training as prescribed.
4.1.3.2. Experimental range
Design diversity of situations in content, attractive in form under 5 themes:
Regarding the recruitment and staffing; Management of compensation and benefits;
Analyst jobs, professions; Expert on project management and support staff; Training
management training and organizational development to the negotiation skills training for
students.
4.1.4. Experimental procedure and evaluation
4.1.4.1. Experimental procedure
Experimental procedure is performed through three stages as follows: Preparation of
empirical, experimental deployment, analysis and evaluate experimental results.
4.1.4.2. Identifying standards and rating scale experimental results
- Content rated:
1. Students understand the process and the steps taken to negotiate;
2. Assess students use on a regular basis, flexible, effective skills participating in
negotiations. The basic skills we are divided into 4 groups: 1) group targeting skills to

negotiate; 2) Group communication skills in the negotiation process; 3) team
collaboration skills in negotiation; 4) Group skills dispute settlement on the basis of
goodwill "Both sides win." This content is evaluated mainly by empirical.
- Elevator evaluate experimental results
1. The questionnaire for students: There are questions we point (highest point and
lowest point 4 is 1). There are questions we do not point that only the frequency and
percentage. Through questionnaires and the handling results to confirm the bargaining
power of college students today.
2. Observation: choose 12 important negotiation skills through initial survey and
evaluation is still quite limited students to focus observation. Assessment on 3 levels:
Good, achieved and not achieved.
3. Look at the bargaining activities: organizing for student mutual self-assessment.
Students rated with 3 criteria: 1) The process and the steps taken to negotiate; 2) Use the
negotiation skills; 3) Performance bargaining;
4. In-depth interview: to complement quantitative information about negotiation
skills training measures and negotiation skills for students of human resource
management. This method is conducted in a way to chat with guiding questions. Results
depth interviews were analyzed qualitatively.

16


5. Case Study: We have used the method on three case studies of students in different
regions and different address to confirm more about the feasibility and effectiveness of
negotiation skills .
4.1.4.3. Selection and training of teachers engaged empirical
Thesis authors and collaborators, including teacher of principles of labor relations in
the Department of Organization and Human resource management; Labour Law in the
Department of State and Legal Affairs of the University of Hanoi.
4.1.4.4. Survey procedures and organizational measures negotiated by students

before and after the experiment:
4.3. Experimental results analysis
4.3.1. Analyzing the results of the progress of the negotiation skills of students in
HR according to the student's self-assessment
Table 4.1. Results of the group progress negotiating skills of students in HR
through measurements
The measurements
The skill group
The parameters
Rolling 1
Rolling 2
Average value
3,07
3,78
1. Skills Group determines
bargaining purposes
Standard deviation 0,35
0,35
Value P
0,00
0,00
3,13
3,87
2. Group communication skills in Average value
negotiation process
Standard deviation 0,42
0,37
Value P
0,00
0,00

Average value
2,86
3,79
3. Group collaboration skills in
negotiation
Standard deviation 0,48
0,34
Value P
0,00
0,00
4. Skills Group resolve disputes
Average value
2,70
3,76
on the basis of goodwill "Both
Standard deviation 0,47
0,33
sides win."
Value P
0,00
0,00
Average value
2,94
3,80
Standard
General assessment
0,45
0,36
deviation
Giá trị P

0,00
0,00
Overall Assessment: over 2 times the results before and after the experimental
measurements showed that in the first measurement point average (2.94); second
measurement time point average (3.80) growth (0.86). University T-test inspection of the
results p <0.05 shows the difference between the average of the past two experimental
classes very meaningful measure scientifically. Negotiation skills of students are
developed not by coincidence that the pedagogical impact process.
Table 4.2. Comparing the results of training the negotiation skills of the
students and the control experimental classes
Previous
After
Skills Group
The
Value
experiments
experimental
parameters Medium
Standard Medium Standard P
1.

Skills

Group Experiment

score

deviation

score

deviation

3,15

0,42

3.83

0,33

17

0,00


determines
bargaining
purposes

Control
3,14
0,33
3,29
0,36
0,12
Value P
0,84
0,00
The average difference in value

standards
1,50
2.
Group Experiment 3,29
0,36
3,89
0,37
0,00
communication
Control
3,28
0,31
3,41
0,38
0,21
skills in negotiation Value P
0,74
0,00
process
The average difference in value
standards
1,26
3.
Group Experiment 2,93
0,44
3,87
0,30
0,00
collaboration skills Control
2,89

0,38
3,06
0,39
0,06
in negotiation
Value P
0,84
0,00
The average difference in value
standards
2,07
4. Skills Group Experiment 2,72
0,45
3,85
0,31
0,00
resolve disputes on Control
2,75
0,42
2,84
0,40
0,17
the
basis
of Value P
0,61
0,00
goodwill
"Both The average difference in value
sides win."

standards
2,52
Comparing the results of the negotiation skills training of two experimental classes
and control before and after the experiment we came to the conclusion: the negotiation
skills of the experimental class students have a lot more progress than grade controls.
This demonstrates that the pedagogical impact that we have done has had a great
influence on the progress of the negotiation skills of students in HR.
Table 4.3. Comparing the results of the negotiation skills training of the
experimental and control classes
Previous
After experimental Value
experiments
P
Medium
Standard
Medium
Standard
Experimental Group
The control group
Values P of T-test

score

deviation

score

deviation

3,02

3,01
0,89

0,33
0,32

3,86
3,15
0,00

0,35
0,35

0,00
0,06

The average difference in value standards
(SMD)
2,02
Summary: During the experiment the negotiation skills of students in HR have very
positive progress and this progress happened not by accident but by the empirical effects
of Professor infringement on which we have conducted. This conclusion is also
confirmed the correctness of the scientific hypothesis that we set out.
4.3.2. Analyzing the results of the progress of the negotiation skills of students in HR
through observation sheets.
Observations showed that:
- Students evaluate the experimental class was good proportion of 43.4%;
unsatisfactory kind is 46.8%; kind unsatisfactory proportion of 9.8%.

18

- Students layer control rate was good: 19.3%; unsatisfactory 30.1%; unsatisfactory
50.6%.
Comparing the results of two experimental groups, we learned that, pedagogical
experiment had a positive impact on the negotiation skills training of students in HR.
4.3.3. Analyze the progress on the negotiation skills of students in HR operations
through the negotiation
Table 4.4. Compare product evaluations before and after negotiation empirical
Previous
After experimental
Content rated
experiments
P
1. The process and the steps
taken to negotiate
2. Skills Group determines
bargaining purposes
3. The group communication
skills in negotiation process
4. group collaboration skills in
negotiation
5. Group Skills dispute
settlement on the basis of
goodwill "Both sides win."
6. Performance negotiated

Medium
score

Standard
deviation

Medium
score

Standard
deviation

1.9

0.67

2.8

0.42

0.003

1.8

0.42

2.8

0.42

0.000

2.0

0.67

2.9

0.43

0.03

1.5

0.53

2.6

0.52

0.000

1.6

0.52

2.7

0.42

0.000

1.8

0.41

2.8

0.42

0.000

General
1.7
0.31
2.7
0.42
0.000
Comment: The results of the operational analysis of the negotiation skills of students
in HR have significant progress. The average score of the evaluation criteria that we set
out after them experimentally higher than before the experiment. This also proves that
experimental impact on the progress the negotiation skills of students in HR.
4.3.4. Case study
We have used the case study method in 3 cases: The first case, students living in
rural areas in Thanh Hoa Province; The second case students are ethnic Muong Hoa Binh
province; The third case of students belonging to the city of Hanoi. Through research we
found that each area students how different perceptions about negotiation skills. They
have different behaviors in the process of negotiation. Especially how to communicate,
how to bargain and its applications to address situations in daily life of the children is
also different.
3.5.3. General assessment of experimental results
- Average skill groups and GPA of the student's skills are developing two groups of
students over time negotiation skills training. However, the development of the

experimental group students much faster than the control group students. This confirmed
that the impact of the measures we have had the effect of promoting the development of
negotiation skills of students in HR happen faster.
- Trends point standard deviation of both experimental and control groups increased
over time but the difference between the two groups is unclear. Cause we've found that
many students in the experimental group developed at a rapid pace did for the value of a
19


standard deviation increase the skill group (that is still uneven development between birth
members in each skill).
- Considering the relative level of each group before and after each impact showed
that the difference of the control group is lower than the experimental group. Correlation
point before and after the impact of low experimental group than the control group.
The above results demonstrate that the measures we build affects students effectively
improve their negotiation skills.
Conclusion Chapter 4
1. Initial experimental results showed that the measures Train negotiation skills
through appropriate situations in the field of operational HR profession to train students
to have a positive impact on performance effective negotiation skills training for students
of human resource management. Experimental end, the negotiation skills of the students
of human resource management has made significant progress in all 4 groups of skills.
These analyzes both quantitative and qualitative feasibility is confirmed, the effectiveness
of measures negotiation skills training for students of human resource management.
2. The training topics negotiation skills are we determined that the problems
associated with professional skills. This is a form of association between theoretical
training with practical skills suited career training today's universities. Through
addressing specific situations, students are acquainted, are experiencing, how practice
negotiation skills in a safe environment in the field of vocational training. This process
helps students to gain experience, to master skills after graduation they would solve

similar situations occur in the professional field as well as in life.
3. The experimental results have demonstrated how to organize skills training our
negotiations fit psycho-physiological characteristics of student ages, high efficiency
during training. Negotiation skill levels of students has increased markedly expressed in
both quantitative assessment and qualitative.
4. Pedagogical Experimental results also confirmed the practice negotiation skills
associated with career skills has stimulated awareness of student discipline, making them
a better understanding of the nature of the profession of Management Human. Thereby,
the more I love my job and the development of skills to become a renegotiation of
favorable conditions to help them achieve higher academic results, confidence in life.
CONCLUSIONS AND RECOMMENDATIONS
1. CONCLUSIONS
1. Negotiate a matter of necessity in life, especially in the context of international
integration and globalization today. Learning to negotiate is nice to learn to live with
others. Therefore, in parallel with the exercise of virtue, political, professional
qualifications and professional skills, the negotiation skills training for students of human
resource management is a necessary job help students complete personality, confidence
to tackle the jobs in career fields as well as in life.
2. Results of the survey the status negotiation skills of students in HR suggests:
negotiation skills of students in HR is limited. Therefore, failing to meet the
academic requirements and especially in the later career field. The awareness of teachers
and students on the need negotiation skills training is relatively sound, but the knowledge
and skills necessary to organize practice negotiation skills are still limited, so has limited
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the effective negotiation skills training of students in HR. Students who have not
mastered the steps taken to negotiate. The survey also shows, organizing extracurricular
activities as a measure with great potential in negotiation skills training for students of
human resource management.

3. The process of organizing the negotiation skills training for students of human
resource management was conducted in 5 steps: 1) Learn the basic negotiation skills; 2)
Consolidation/negotiation skills development associated with the problem/situation
careers; 3) Strengthen/develop negotiation skills in learning situations; 4)
Strengthen/develop negotiation skills in situations of life; 5) To examine and evaluate the
results of training the negotiation skills of students in HR. In each step should apply
flexible, innovative measures to achieve the highest efficiency in the process of
negotiation skills training for students of human resource management.
4. In the process of organizing the negotiation skills training for students of human
resource training should be a basic skill system includes 20 elementary skills were
divided into 4 groups: Group skills identified items pepper; Group communication skills;
Group collaboration skills and team skills dispute settlement on the basis of goodwill
"Both sides win." The group skills dialectical relationship, mutual interaction and can
support each other in the learning process and development.
5. The thesis has proposed six measures negotiation skills training for students with
content integration, design flexibility training topic in this kind of activity. Additional
measures negotiating skills on outcomes of the HR industry to develop content-oriented
curriculum and assessment of graduates is important oriented measures, required teachers
to have responsible for negotiating skills training to meet the targeted outcomes of the
specialized training of human governance. Train measures negotiation skills for students
of human resource management in the theoretical lessons and Organizations developing
integrated teaching negotiation skills for students are two basic measures, aimed at
strengthening the core, supplement and perfect the basics of negotiation skills for
students. This is an important, necessary to carry out measures to Train negotiation skills
associated with job activities HR effectiveness. This method is to mount between the
theory and practice of professional skills in the field of vocational training for human
resource management students. Measures negotiation skills training through the
organization of competitions and reality Through activities require students to use the
flexibility of knowledge, skills and steps to conduct negotiations in order to resolve the
diverse situations occur in life. Thereby, students practice skills in a comprehensive

negotiation, firmly.
6. The process of negotiation skill training of students in HR influenced by
subjective factors and objective, especially the demand factor, positive discipline
students. Each element has a certain impact on the results of training. Therefore, during
the organization should pay proper attention to these factors in order to increase
efficiency negotiation skills training of students in HR.
7. Organize bargaining activities outside class are good conditions to practice
negotiation skills for learners. During the learning process, students not only grasp the
negotiations progress, professional attitude, but also have the opportunity to practice the
skills necessary S. Therefore, the process of negotiation skills training for students of
human resource management is a long process, which requires to be done regularly,
repeatedly to go from easy to difficult, from simple situations to complex situations, the
21


training organization in the environment and hypothetical situations to practice in real life
environments.
8. Experimental negotiation skills training for students of human resource
management association with professional skills affirmed Measures negotiation skills
training for students of human resource management through extracurricular activities
class hours in accordance with the progress in negotiations to create a positive
dependence and interaction in the spirit of promoting individual responsibility altitude
during exercise is effective dual training and skills development student bargaining
power sector human resource management to a new level, while stimulating positive
practice and improve their skills S.
2. RECOMMENDATION
1. For managing board
- The School Board should pay attention and direct target innovation, training
programs; When built, evaluate outcomes of HR sector should contain capacity /
negotiation skills. Mounted between the process with practical training to students are

exposed to the agencies and units better understand the management of personnel. The
units need to create conditions for students to witness and participate in solving the tasks
by means of bargaining for workers;
- Develop content, skills training programs negotiated for students to meet learning
outcomes. Through negotiation skills training other soft skills of students were formed
and developed. Investment buying references related to the content of education and
training in general life skills, negotiation skills in particular.
- Renewal of the examination and assessment of learning outcomes, student
discipline; training and retraining of teachers; enhanced facilities, teaching equipment;
create favorable conditions for teachers and students organized negotiation skills training
in accordance with the steps taken to negotiate in order to achieve high efficiency in the
process of training;
- The school's Board regardless of extracurricular activities for students. Through this
activity, aims to promote the movement of learning for students, create a useful
playground, creating the opportunity for students to "cultivate the knowledge, skills
shown, very creative" contribute to orient students in human resource management
knowledge, skills and professional qualities required to become a successful human
resource management in the future;
- The school should become the focal organization of extracurricular activities, invite
experts to talk about the topics of negotiation, bargaining in many different areas such as:
military, diplomatic, economic, management HR ... the success and the failure of
Vietnam and other countries in the international market in the past and the present.
Thereby, student exchanges, draw the lessons learned and expand knowledge, vision of
negotiation skills in today's modern life.
2. For teachers
- Appreciate the negotiation skills training for students of human resource
management is a necessary requirement indispensable during vocational training for
students of human resource management.
- To assist students in human resource management with proper awareness about
negotiation skills, training needs negotiation skills, understand the steps taken to

22


negotiate, how to train and use skills when participate in negotiations; Its application in
professional fields as well as in life.
- Research outcomes and training programs, curriculum, explore the content, how to
organize the negotiation skills training in the kinds of lessons, in extracurricular
activities, which in effect positively affect the negotiation skills training for students of
human resource management.
- Do not stop learning, fostering professional qualifications, professional,
organizational capacity, research, apply the steps to conduct negotiations in order to
improve the quality and efficiency of negotiation skill training of students HR industry
members.
3. For Youth Union and Student Association
Youth League organization, the students need to be proactive and innovative
organizational forms of negotiation skills training appropriate to the characteristics of
psychological and physiological age students, the school's conditions. Youth Union and
Student Association should actively propose to the department, with the school about the
need for training of students, so that the proposed contents and forms suitable training.
Actively with the school, with well-organized scientific seminars, clubs, extracurricular
activities, visit the picnic ...
4. For Students
Student of human resource management should be aware of the importance of
negotiation skills training. On this basis, students need positive, proactive activities
negotiation skills training. proposed student needs, desires of ourselves, share
experiences, actively discussing, talk with people, interact with organizations and people
around ... Especially the students to grasp the essence the negotiation and the steps taken
to negotiate and use the expertise and efficiency of the skills involved in the negotiation
in order to resolve situations occur in work and in life.

23


PUBLISHED WORKS
1. Do Khanh Nam (2012), “Train negotiation skills for students”, Journal of
Education (No. 292, August, 2012), pp. 11.
2. Do Khanh Nam (2014), “Trade Luong skills formation and skills development
for students”, Journal of Education (No. 325, January, 2014), pp. 21.
3. Do Khanh Nam (2014), “Process of negotiation skills training for students”,
Journal of Education (No. 340, August, 2014), pp. 27.
4. Do Khanh Nam (2015), “The basic negotiation skills training needed for
students”, Journal of Education (No. 349, January, 2015), pp. 26.
5. Do Khanh Nam (2015), “Some measures negotiation skills training for students
of HR”, Journal of Education (No. 367, October, 2015), pp. 63.

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