lUẬN văn GIẢI PHÁP PHÁT TRIỂN NHÂN sự QUẢN lý tại tập đoàn VIETTEL

Luận văn thạc sĩ
GIẢI PHÁP PHÁT TRIỂN NHÂN SỰ QUẢN LÝ TẠI TẬP
ĐOÀN VIETTEL

i


CHAPTER 1

TABLE OF CONTENTS

Luận văn thạc sĩ.........................................................................................................i
GIẢI PHÁP PHÁT TRIỂN NHÂN SỰ QUẢN LÝ TẠI TẬP ĐOÀN VIETTEL.....i
CHAPTER 1 TABLE OF CONTENTS.....................................................................ii
LIST OF TABLES.................................................................................................viii
LIST OF FIGURES.................................................................................................ix
INTRODUCTIONS..................................................................................................1
1. Statement of problems.......................................................................................1
2. Research objectives...........................................................................................1
3. Research subjects...............................................................................................2
4. Research scope..................................................................................................2
5. Research Methodology......................................................................................2
5.1 Theoretical research method........................................................................2
5.2 Practical research method............................................................................2
6. Thesis structure..................................................................................................2
CHAPTER1: THEORETICAL BASIS ON THE MANAGEMENT STAFF
DEVELOPMENT IN ENTERPRISES......................................................................3
1.1. BASIC CONCEPTS.......................................................................................3
1.1.1. The Organization’s human resources.......................................................3
1.1.2. The concepts of Human Resource Development.....................................3
1.1.3 The concept of managers in enterprises..................................................10

1.1.4 Management staff development in enterprises........................................11
1.2 THEORY BASIS ON MANAGEMENT STAFF DEVELOPMENT IN
ENTERPRISES...................................................................................................11
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1.2.1 Forms of training and HRD....................................................................11
1.2.1.1 Forms of human resource training...................................................12
1.2.1.2 Forms of HRD.................................................................................14
1.2.2 Training management and Human resource development......................17
1.2.2.1 Analyze and assess training and development needs........................17
1.2.2.2 Training and Development Planning................................................23
1.2.2.3 Training organization and HRD.......................................................25
1.2.2.4 Assess the effectiveness of training and development......................27
1.3. LITERATURE REVIEW OF MANAGEMENT STAFF DEVELOPMENT
IN ENTERPRISES..............................................................................................29
1.4 EXPERIENCES ABOUT MANAGEMENT STAFF DEVELOPMENT IN
ENTERPRISES...................................................................................................29
CHAPTER2:

CURRENT

SITUATION

OF

MANAGEMENT

STAFF

DEVELOPMENT AT VIETTEL GROUP...............................................................32
2.1. INTRODUCTION ABOUT THE ENTERPRISE.........................................32
2.1.1 Establishment history and development..................................................32
2.1.2 Functions and tasks.................................................................................32
2.1.3 Organizational chart of telecommunication and information technology
sector of Viettel................................................................................................33
2.1.4. Business performance............................................................................34
2.2. OVERVIEW OF SURVEY PROCESS.........................................................36
2.2.1 Purpose of Survey...................................................................................36
2.2.2 Survey Content.......................................................................................36
2.2.3. Survey Methodology..............................................................................36
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2.2.4. Survey Time...........................................................................................36
2.3.

CURRENT

SITUATION

OF

MANAGEMENT

STAFF

AT

TELECOMMUNICATION AND INFORMATION TECHNOLOGY SECTOR

OF VIETTEL GROUP........................................................................................37
2.3.1 Quantity..................................................................................................37
2.3.2 Quality....................................................................................................38
2.4. CURRENT SITUATION OF THE MANAGEMENT DEVELOPMENT
PRATICES OF VIETTEL TELECOMMUNICATIONS AND INFORMATION
TECHNOLOGY..................................................................................................40
2.4.1 Viettel’s management staff training system.............................................41
2.4.2 The training results of manager resources at subsidiary level in the period
2010-2013........................................................................................................48
2.4.3 Evaluation of Viettel’s manager resources training.................................49
CHAPTER 3: PROPOSED SOLUTION FOR MANAGEMENT STAFF
DEVELOPMENT AT VIETTEL GROUP IN PERIOD OF 2013-2020...................52
3.1. BASIC PRINCIPLES OF PROPOSED SOLUTION...................................52
3.1.1 Principles of practice..............................................................................52
3.1.2 Principles of inheritance.........................................................................53
3.1.3 Principles of the system..........................................................................53
3.1.4 Principle of effectiveness........................................................................53
3.2. ORIENTATION OF VIETTEL GROUP DEVELOPMENT PERIOD OF
2013 - 2020..........................................................................................................53
3.2.1 Vision......................................................................................................53
3.2.2 Strategy...................................................................................................54
3.2.3 The main targets in 2015:........................................................................55
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3.2.4 The main targets in 2020:........................................................................55
3.3. VIETTEL’S DEMAND FOR MANAGEMENT STAFF DEVELOPMENT
IN TELECOMMUNICATIONS AND IT SECTORS PERIOD 2013 - 2020......55
3.3.1 Quantity..................................................................................................55
3.3.2 Quality....................................................................................................57

3.4

VIETTEL’S

PROPOSED

SOLUTION

FOR

MANAGEMENT

DEVELOPMENT IN TELECOMMUNICATIONS AND IT PERIOD 2013-2020
57
3.4.1 Determining the annual management staff training and development....58
3.4.1.1. Significance and objectives.............................................................58
3.4.1.2. Pursuant to assess the development needs of managers..................58
3.4.1.3. Management staff development need assessment content and
method.........................................................................................................59
3.4.1.4. Guiding, directing and implementing management development
needs assessment.........................................................................................60
3.4.1.5. The conditions ensure implementation of managers training and
development needs assessment,...................................................................60
3.4.2 Improving the quality of management staff training...............................61
3.4.2.1. Significance and objectives.............................................................61
3.4.2.2. Pursuant to determine the quality improvement management staffs
training.........................................................................................................62
3.4.2.3. Improvement of training quality of branch managers: contents and
methods.......................................................................................................62
3.4.2.4. Guidance, direction and implementation of quality improvement for

branch management staff training................................................................66
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3.4.4.5. The conditions guaranteed to improve the quality of branch
managers training........................................................................................66
3.4.3 Encouraging managers at all levels selves-study....................................66
3.4.3.1. Significance and objectives.............................................................66
3.4.3.2. Pursuant to encourage managers at all levels selves-study..............66
3.4.3.3. Content and method........................................................................67
3.4.3.4. Guiding, directing and implementing..............................................67
3.4.3.5. The conditions to ensure implementation........................................67
3.4.4 Continue to implement better training through delegation and rotation..68
3.4.4.1. Significance and objectives.............................................................68
3.4.4.2. Pursuant to training through delegation and rotation......................68
3.4.4.3. The contents and methods of training conducted through delegation
and rotation..................................................................................................68
3.4.4.4. Guiding, directing and implementing..............................................69
3.4.4.5. The conditions to ensure implementation........................................69
3.4.5 Ensure the policy for managers at all levels............................................69
3.4.5.1. Significance and objectives.............................................................69
3.4.5.2. Pursuant to implement polices for managers at all levels................70
3.4.5.3. Content and methods.......................................................................70
3.4.5.4. Guiding, directing and implementing..............................................70
3.4.5.5. The conditions to ensure implementation........................................71
3.5. RELATIONSHIP AMONG THE SOLUTIONS...........................................71
3.6. AWARENESS TESTING ON THE NECESSITY AND FEASIBILITY OF
SOLUTIONS.......................................................................................................71
vi

CONCLUSIONS....................................................................................................73
REFERENCES.......................................................................................................74
APPENDIX 1: STANDARDS ABOUT TRAINING, SKILLS AND EXPERIENCE
OF VIETTEL’S MANAGEMENT POSITIONS.....................................................77
APPENDIX 2: TRAINING PROGRAM................................................................85
APPENDIX 3: TRAINING PROGRAM................................................................87
APPENDIX 4: TRAINING PROGRAM................................................................90
Appendix 5: Questionnaire on the feasibility and necessity of five possible
solutions for management staff development at Viettel...........................................95
in the period of 2013 – 2020...................................................................................95

vii


LIST OF TABLES
Table 0.1: Comparison between training and development.....................................11
Table 0.2: Record sample of task analysis using job analysis methods....................20
Table 0.3: The four levels in evaluation effectiveness of training............................28
Table 0.4: The number of managers at telecommunications and IT sector..............37
Table 0.5: The quality of managers at telecommunications and ICT sector of Viettel
................................................................................................................................. 38
Table 0.6: The contents of the manager training program of Viettel’s Course 1......43
Table 0.7: The contents of the manager training program of Viettel’s Course 2......44
Table 0.8: The contents of the manager training program of Viettel’s Course 3......45
Table 0.9: Minimum number of staff required for 1 and 15 markets.......................56
Table 0.10: The number of officers and staff personnel work..................................60
Table 0.11: Viettel management training program content......................................64
Table 0.12: Result of opinions about the feasibility and necessity of the solutions. 71

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LIST OF FIGURES
Figure 0.1: Principles of HRD model........................................................................7
Figure 0.2: Training Needs Analysis........................................................................19
Figure 0.3: Analysis of staff performance................................................................19
Figure 0.4: Organizational chart of telecommunication and information technology
sector of Viettel........................................................................................................33
Figure 0.5: Revenue and profit of Viettel group in the period from 2005 to 2012...34
Figure 0.6: Labor and Average income of Viettel in the period between 2005 and
2012......................................................................................................................... 34
Figure 0.7: Viettel’s market share of mobile subscribers in Vietnam.......................35
Figure 0.8: Viettel’s process of manager resources training at subsidiary level.......42
Figure 0.9: Viettel’s management staff organization chart.......................................61
Figure 0.10: Process of training manager in Viettel affiliates..................................63

ix


INTRODUCTIONS
1. Statement of problems
In the trend of globalization and international economic integration nowadays,
businesses are forced to compete globally. To survive and grow, it is necessary for
businesses to generate sustainable competitive advantages and core values.
Building, maintaining and developing high quality human resources will increase
sustainable competitive advantages for the enterprise, especially attracting, keeping
and developing management staff – a key component with people who play crucial
role in completing strategic objectives of the enterprises.
One of the important factors which lead Viettel become the Number 1 enterprise in

telecommunication and information technology (ICT) in Vietnam is the quality of
management staffs at Viettel, and one of remarkably experience lessons of Viettel is
“well promoting the leader role”. However, due to the strengthening of foreign
investment and frequent restructuring, changing and adjusting strategy in
accordance with the development trend of telecom and ICT sectors, in order to
achieve the objective of becoming one of 30 largest telecommunication companies
in the world, one of 10 largest telecommunication foreign investment companies by
2020, there is a shortage of managers in both quantity and quality at Viettel.
On the basis of theoretical research on human resource development, it can be
proposed the solutions to development management staff to meet strategic
development of Viettel Group. Therefore, I chose the topic “Solutions for
management staff development in Viettel Group in the period of 2013-2020”.

2. Research objectives
- To study theoretical basis for management staff development in the enterprise.
- To conduct the survey, analyze and assess the situation of management staff
development practices at Viettel Group.
- To propose solutions to develop management staff at Viettel Group during 20132020.

1


3. Research subjects
- Theoretical basis for management staff development in the enterprises.
- The situation of management staff development practices at Viettel Group.

4. Research scope
Materials, figures, data from Viettel Group collected mainly in the periods of 20102013

5. Research Methodology

5.1 Theoretical research method
Using the method of analyzing and synthesizing theories; using the method of
classifying and systemizing theories.
5.2 Practical research method
Using method of observation, interview; analysis and synthesis of experiences;
mathematical statistics.

6. Thesis structure
Introductions
Content: including 3 chapters
- Chapter 1: Theoretical basis on management staff development in enterprises
- Chapter 2: Current situation of management staff development at Viettel Group
- Chapter 3: Solutions to develop management staff of Viettel Group in the period of
2013-2020
Conclusions

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CHAPTER1: THEORETICAL BASIS ON THE MANAGEMENT STAFF
DEVELOPMENT IN ENTERPRISES
1.1. BASIC CONCEPTS
1.1.1. The Organization’s human resources
a. Concept 1: According to Bui Van Nhon (2006) in the book “Management and
Development of Social Human Resources”:
“Human resources of enterprises is labor force of each individual enterprise, is the
number of people in the labor list of the enterprise and be paid by the enterprise” [9, P72]
b. Concept 2: According to Nguyen Van Diem and Nguyen Ngoc Quan (2010) in
the textbook “Human resource management” published by National Economics
University:

“Human resources of an organization include all employees who work for that
organization, and human resources can also be understood as resources of each
individual including physical and intellectual resources”. [5, P8]
c. Concept 3: According to Tran Kim Dung (2011) in the book “Human resource
management”:
“Human resources of an organization is formed on the basis of individuals who have
different roles and associate with each other to obtain certain objectives” [3, P1]
Three above concepts have not clearly stated the underlying strength of human
resources in an organization when they are motivated and well coordinate together.
Therefore, in this thesis, the concept of human resource can be understood as follows:
Human resources of an organization comprises all employees working for that
organization who have different health and qualifications, they together can form
a power to achieve the organization’s goals if they received appropriate
motivation and encouragement.
1.1.2. The concepts of Human Resource Development
a. Concept 1: According to Bui Van Nhon (2006) in the book “Management and
Development of Social Human Resources”:
3


“Human resource development is the overall set of forms, methods, policies and
solutions which aimed to improve and advance the quality of human resources
(intellectual, physical and socially psychosocial qualities) to meet the requirements
of human resources for the economic and social development in each stage of
development” [9, P. 98].
b. Concept 2: According to Nguyen Van Diem and Nguyen Ngoc Quan (2010) in
the textbook “Human resource management” published by National Economics
University:
“Human resource development (in a broad sense) is the overall set of organized
learning activities which are organized in the certain period of time in order to

create changes in the career behaviors of labor" [5, P. 153].
This concept has not emphasized to the ultimate goal of human resource
development which is to develop organization, develop individual employees.
According to this concept, the human resource development includes three types of
activities: education, training and development.
Education: is understood as learning activities to prepare for people entering a
career or move on to a new job which is more appropriate in the future.
Training: is understood as the learning activities designed to help employees
perform more effectively their functions and tasks. That is the process of learning to
make employees understand more about their works; raise their level of skills to
perform their tasks more effectively.
Development: includes learning activities which beyond the current scope of
employees’ work, in order to open up for them the new jobs based on the future
direction of the organization.
In short, education, training and development can be understood as learning
activities with different objectives. This interpretation emphasizes the role of
leaners without mentioning the role of the instructors.

4


c. Concept 3: According to Henry J. Sredl & William J. Rothwell (1997) in the
book “The ASTD Reference Guide to Professional Human Resource Development
Roles and Competencies” of American Society for Training and Development:
“Human resource development refers to learning experience organized by sponsors
from business owner. It was designed and implemented with the purposes of enhancing
work performance and improve the human condition through ensuring the combination
of organization's objectives and individuals’ personal goals” [26, P. 3].
Design and implement human resource development with the purposes of enhancing
work performance: the goal of human resource development activities is to enhance

the ability to perform the job at the present and in the future. Environment and
corporate culture are key factors in training design as well as apply this knowledge
to better perform the work.
Improve the human condition: the efforts of human resource development based on
the humanity through: 1) trust the rationality of humans; 2) belief that humans are
able to continuously learn and develop in their lives; 3) emphasis on the importance
and value of human individuals with needs, feelings and desires are different.
Ensure the combination between the organization's objectives and individuals’
personal goals: individual goals may be compatible with the organization’s
objectives. Only when really respecting (even in support) to workers in achieving
personal goals, the organization can obtain the commitment of workers and increase
labor productivity [26, P.4].
This concept emphasizes the sponsor from employers for employees in human
resource development activities. The difference between this concept and the
concept 2 above is the stressed to improve human conditions, respect for people in
human resource development.
d. Concept 4: According to Jerry W. Gilley et al. (2002) in the Principles of Human
Resource Development:
“Human Resource Development is the process of promoting organizational
learning, improving performance, and create change through implementing
5


solutions (formal and informal), the initiatives and management activities in order
to improve the competency and efficiency of the organization’s operations,
competitiveness and innovation” [27, Tr. 4].
Human resources refer to people who are hired by an organization. Measuring
human values is often difficult due to lack of traditional measurement standards
which is different from measuring fixed assets and assets that can be converted into
cash. A useful measurement scale for leaders, managers of organizations to

determine the importance of human resources is the cost of replacing valuable labor,
such as cost of recruiting, hiring, reallocating of labor, labor productivity losses,
training and labor orientation. Another useful measurement is knowledge, abilities,
skills and attitudes of the organization’s members. These intangibles are valuable.
Thus, well-trained workers with good skills and knowledge will be more valuable
for businesses than ones without these values. These values have proven themselves
by improving productivity and efficiency as well as workers' attitudes toward work
and the organization [27, P.5].
Development: to explain the term, it is necessary to answer two questions: 1) What
does human resource development mean? And 2) What kind of development does
actually take place in an organization?
Human development refers to enhance knowledge, skills and competencies with the
purpose to improve performance in an organization. This reflects the emphasis on
individuals (personal development) as well as the commitment to the advancement
of human occupation in the organization (career development).
Following the development of people in organizations is the enhancement of work
performance, the increase in interests and efficiency of the organization which lead
to greater competitiveness and greater profits (performance management).
Finally, the development refers to the continuous development in the organization's
culture through solutions in order to change the organization's mission, strategy,
structure, policies and procedures, working environment, practice management and

6


leadership (organization development). This represents 4 elements of HRD in the
model below:
Short-term
Results

Long-term
Results

Personal

Performance

Development

Management

Career

Organization

Development

Development

Figure 0.1: Principles of HRD model
Source: the Jerry W. Gilley at all. (2002) [27, P. 14].
The concept 4 of Jerry stressed more on formal and informal solutions in HRD
activities and also emphasized more on organizational management solutions.
Moreover, the interpretation of this concept also mentions on the commitment to
professional development of the organization’s members.
HRD model as in Figure 1.1 shows the relationship among 4 elements of HRD.
Activities for personal development, performance management have showed
effectiveness in a short time (usually less than 1 year) whereas career development
and organizational development requires a longer time period.
Jerry explained the content of each element is as follows:

Personal Development: Personal Development relates to the development of
knowledge, skills, and competencies; and thereby they change behavior to be
suitable for current job and for needs of the organization as well as needs of
individual. Personal Development stresses the importance of personal growth
through formal learning activities and informal learning activities, which mean all
different types of learning. Training is usually for new staff or for employee who
lack of knowledge and skills, but personal development is the need of all the
employees, including the leaders and managers.
Career Development: Career development emphasizes on providing necessary
analysis to detect the concerns, values, competencies, activities and tasks which are
7


necessary to develop skills in the future (development). Career development
includes individual and organizational activities. The individual activities including
career planning, consulting systems, developing and maintaining career
development center, using managers as career counselors, providing workshops on
career development, planning on human resources, evaluation on performance and
career-oriented programs [27, P. 15].
Performance management: performance management is a broad approach to
improve the performance of organizations. The goal of performance management is
to ensure that individuals have the knowledge, skills, encouragement and support
from working environment in order to do their work effectively. Performance
management in the organization system is appropriate solutions to achieve the
desired results [27, P. 15].
Organization Development: Organization development towards building new and
creative organizational solutions for issues of work performance and lacking of
organizational effectiveness by improving the compatibility and organizational
elements about culture, structure, process, mission, policies and processes, practice
management, leadership strategies. Organizational development aims to enhance

real capacities, development and competitiveness of the organization. This relates to
the organization's ability to detect problems and weakness and find out necessary
resources to develop [27, P. 16].
In summary, concept 1 explains HRD with a macro perspective of the economy.
Concept 2, 3, and 4 explain HRD with a perspective within the organization.
Concept 2 has not mentioned the career development of individuals and
organizational development. Concept 3, 4 have paid attention to the harmonious
combination of personal development and organizational development. Concept 3
emphasizes respect for human in efforts of HRD. Concept 4 refers to solutions
which can be understood as including training solutions and non-training solutions
such as initiatives, operations management and more emphasis on the relationships
between development and organization’s competitiveness.
8


From the analysis on HRD concepts, the concept of HRD used in this thesis can be
understood as follows:
HRD is the process of promoting organizational learning to improve work
performance and create positive changes through the implementation of training
solutions, initiatives and management solutions

with the purpose of

organizational development, personal development.
The nature of the concept can be understood as follows:
Organizational learning: organizational learning means the business owner
encourages employees in learning to improve professional knowledge, providing
learning opportunities for employees. The learners commit to learn with clear
objectives, study plan and be prepared for evaluation.
Improving performance: The HRD activities directly pay attention to work

performance: both current tasks and future tasks. Providing exactly experience and
knowledge which staff lacks of will contribute to improve performance of their work.
The training and development solutions: providing appropriate forms of training
when organization detects employees’ lack of knowledge and skills to complete
current work will contribute to increase employees’ working abilities. If
organization can recognize potential employees for development and implement
appropriate forms of development, they will help to increase the capacity and
potential of employees.
Initiatives and regulatory solutions: improving performance not only depends on
the training and developing staff. In many cases, employees have enough
knowledge and skills to well complete their tasks, but they do not complete them
because of dissatisfaction job. Thus, if cause job incompletion is any
unreasonableness in organization and management, the introduction of the initiative
to innovate organization, management or other management solutions such as
appropriate

encouragement

for

employees,

assigning

tasks,

appropriate

appointment, create good working environment, etc. will well encourage employees
to well perform their work.

9


Organization Development: All organizations want to survive and develop. The
ultimate goal of the HRD is to help organization have human resources with good
competencies to together obtain development goals of the organization.
Organization should establish clear mission, vision and development strategies to
enhance its competitiveness.
Personal Development: Personal Development is broader than just developing
knowledge or skills but includes both maturity and personal development that they
can apply to the current job. The goals of personal development are to develop the
knowledge, skills, and competencies; and thereby change behaviors toward current
work and meet the immediate needs of the organization as well as of each
individual.
In short, HRD will contribute to change the quality of human resources in terms of
mentality. In many cases, to improve the quantity and quality of human resources,
organization needs to recruit more people. There are many factors affecting physical
labor such as salaries, welfare, and sports activities of employees.
1.1.3 The concept of managers in enterprises
Managers are people who work in the organization, perform management functions
with the purpose to achieve the organization’s objectives with high results and
efficiencies.
Manager classification:
Senior Managers: are people who take responsible for making strategic decisions or
have a major influence on strategic decisions, setting policies about relations
between organization and environment. These are the people who have overall
responsibility for the organization’s operation.
Middle level Managers: are the operators of implementing decisions and policies
made by the senior managers. Establish the relationship between the requirements
of managers with employees’ abilities. They are usually the ones who are in charge

of departments of the organization.

10


Junior Managers: are people who take responsible for work of direct labors. They
direct, monitor, and supervise direct labors’ activities.
1.1.4 Management staff development in enterprises
Manager is an important part of the organization's human resources. Development
of managers is a part of the HRD. Management staff development is a key factor
determining the outcome of HRD and human resources quality of the organization.
1.2 THEORY BASIS ON MANAGEMENT STAFF DEVELOPMENT IN
ENTERPRISES
1.2.1 Forms of training and HRD
There is a tight association between training and development which focused on
current needs and future needs of individuals and company. However, there is a
difference between training and development which is indicated in following table:
Table 0.1: Comparison between training and development

Focus
Use
experience
working

Training

Development

Current work

Future work

for Low

High

Purpose

Prepare for current work

Work for changes

Involvement

Be required

Volunteer
Source: [29, P. 401]

There are many different classification ways about training forms and HRD forms.
Some documents are unable to distinguish different forms of training and HRD and
list the general forms of training and HRD such as Human Resource Management
by National Economics University. In fact, it is difficult to clearly distinguish
different forms of training and development because training is one of solutions to
improve quality of human resources. The following section shows how to classify
forms of human resource training and human resource development.

11

1.2.1.1 Forms of human resource training
There are many ways to classify forms of human resource training. It can be
classified according to the attachment or detachment with work when training: onjob training or not outside-job training, or traditional training form or online
training with use of technology. It also can be classified according to the method of
trainer and the involvement of trainees, such as presentation through lectures,
audiovisual techniques, simulation games, case studies, play, flexible discussion
cards, and group discussions. The following is a classification way of training
methods.
a. On-job training: is method of direct training in the workplace, in which learners
will learn necessary knowledge and skills for their work through actually doing the
job and often under the instruction of more skilful employees. [5, P. 163].
This group includes methods such as:
Training through work instructions: training process begins with an introduction
and explanation from trainer on the goals of their job; and then meticulously
instructs step by step on how to observe, communicate, learn and do the work until
be proficient under careful direction and guidance from trainer.
Apprenticeship training: The training program begins with the theory in class, then
trainees are worked under the guidance of skillful workers in a few years; they do
the tasks which they have learnt to do until they master all necessary skills for their
work. This method purposes to teach workers full skills for one job.
Mentoring: this method is often used to help managers and supervisors learn the
necessary knowledge and skills for current work and future work through
mentoring, tutoring, guiding from better managers [5, P. 153].
“Instructors are experienced staff with higher labor productivity who help and
mentor the less experienced staff” [25, P. 304], [27, P.424].
Learners will observe, memorize, learn and perform their work as the way they are
guided by instructors. This method is applied to train technical workers, managers.

12

When train future managers, trainees will work directly with person who they will
replace in the future. This person is responsible for guiding trainees how to deal
with all matters within scope of responsibility. This helps managers reduce some
responsibilities. Managers will be assured when they have business trips, missing
meetings, being appointed or getting retirement, there will have a person to replace
his position. This method is often applied to the training of senior managers in an
organization. In Vietnam, this training method is very common.
b. Outside job training: “a training method in which the learner is separated from
doing practical work” [5, P.157].
The outside job training method includes:
Organizing training class next to plant: enterprises can organize training classes
with specific tools and equipments for learning. The theory is generally taught by
engineers, technicians. The practices are carried out in practice workshops under the
instructions from engineers or skillful workers.
Sending to study in regular schools: enterprises send employees to study at
vocational schools which are organized and managed by ministries or state
institutions.
Lectures, conferences, seminars: lectures or conferences can be held at the
organization or outside the organization which may be held separately or in
combination with other training programs.
Distance training: “is a training method in which learners and teachers do not faceto-face communicate at the same place and at the same time. Learners are trained
through intermediate visual media (books, learning materials, video tapes, audio
tape... CD, VCD, Internet)” [5, P.158].
Online training: “is a form of training which is conducted online via Internet or web
page” [30, P. 257]. This form is more and more popular nowadays; due to the
application of learning technologies, learners can interact with computer and their
exercises are assessed directly. Many programs are designed with online lecturer
and answer from lecturer.
13

Among the above-mentioned forms of training, outside job training form is suitable
for senior manager training in enterprise. However, enterprises also need to be
applied on job training form for a certain period of time so that managers, after be
trained, may get familiar with work and well apply learned knowledge in
management process.
1.2.1.2 Forms of HRD
There are four approach ways to develop human resources "formal education,
assessment, work experience and personal relationships" [29, P. 403], [30, P. 284].
Many companies use a combination of the above ways to develop human resources.
a. Formal education: “The formal education programs are programs to develop
employees, including short courses run by consultants or universities [29, P. 403],
[10, P. 284]. These training programs may include lectures by business experts,
business games, learning through adventure experience, through meetings with
clients. Distance training form is increasingly popular applied. MBA programs or
training programs with certificate are popularly paid by companies for training
potential employees. They often choose this form to develop leadership
management and operation skills.
b. Assessment: “is collecting information and providing feedback to employees
about behavior, communication and their skills” [29, P. 409], [30, P. 288]. The
assessment is often used to detect employees with potential management skills, and
identify strengths and weaknesses of current managers. The assessment can also be
used to detect potential managers to appoint to a higher position.
There are different ways to assess the development. Evaluate work performance of
employees is also a common way to find out potential developments. In fact,
performance assessment is used to assess training needs. Through evaluating work
results of employees, enterprises can find out causes of bad completion working
plan and analyze these causes to find solutions to help employees achieve desired
results. If the cause is lack of knowledge and skill workers, it is necessary to

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provide training. In this case, training will associate with enhance work
performance.
To make assessment, organization can use many ways of psychological tests to
measure skills, personal characteristics, and communication style of an employee.
These ways are used to check whether employee has necessary traits to be
successful with manager position.
Assessment information can be gathered from many sources: self-assessment,
assessment from colleagues, and assessment from direct managers (supervisors).
The ways to collect information are interviews, survey questionnaires about their
work, personal experience and career development plan.
c. Working experiences: “are relationships, issues, needs, tasks, and other
characteristics that employees encounter in their work” [29, P. 417], [40, P. 297].
Most workers developed through working experience. To be successful in the job,
workers need to strengthen their skills. Assigning a new task help them not only to
use skills, experience and existing relationships but also develop the skills,
experience and new working relationships.
Demands of job such as taking a new responsibility, making a change, taking higher
responsibility, perform tasks related to relationships which they do not have
influence on, to cope with the difficulties..., help workers get a lot of experience.
“There are many different ways that working experience can help develop
employees. It includes: expanding job, job rotation, job transfer, appointment,
transfer to a lower position and a temporary work” [29, P. 419], [30, P. 299].
“Expanding work: is the increase in new challenges or new responsibilities for
current work of employees” [29, P. 420], [30, P. 299]. Expanding work can be
implemented through special projects, role changes in a working group, or finding
new ways to serve customers.

“Job rotation: is a process of systematically transferring individual from one job to
another job. Job rotation can be between different departments of the company or
between different position in a department” [29, P. 420], [30, P. 300].
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Job rotation helps workers have overall point of view on organization’s objectives, a
better understanding on organization’s functions, more working relationships and
improve problem-solving skills as well as decision-making skills. People who have
job rotation will have many practical skills for different jobs; understand how to
coordinate between various departments in an organization.
Job transfer, appointment, transfer to a lower position
“Job transfers: is the transfer employees to other jobs in other department of a
company” [29, P. 421], [30, P. 301]. Normally, job transfer will not lead to increase
in responsibility and salary.
“Appointment: is the transfer employees to greater challenge positions with more
responsibility and greater power than before” [29, P. 421], [30, P. 301].
Appointment often associates with increase in salary and responsibilities.
“Transfer to a lower position: is changing job with reducing responsibilities and
powers of employees” [29, P. 422], [30, P. 302]. Transferring to a lower position
may involve transferring to another position at the same management level,
temporarily moving to position with multiple functions, or demoted to a lower
position because of low performance.
Due to the psychological and tangible rewards of an appointment (sense of higher
self-worth, salary and position in the company), the employee desire and easily
accept the appointment rather than move to a lower position. However, appointment
is usually in a company which is on growing up trend; and there are few
appointment opportunities in a company which is in downward trend. It is difficult
for many employees to accept to transfer or move down to a lower position as a
development opportunity.

Temporary jobs, projects, volunteer work can also be used for the development.
d. “Personal relationships: “Employees are able to develop skills and knowledge
about the company and customers by interacting with the more experienced
members of the organization. Mentoring and coaching are two personal

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