Human resources training of bac ninh department of information and communications

HỌC QUỐC GIA HÀ NỘI
KHOA QUẢN TRỊ VÀ KINH DOANH
---------------------

NGUYỄN ĐÌNH THẾ

HUMAN RESOURCES TRAINING OF BAC NINH DEPARTMENT
OF INFORMATION AND COMMUNICATIONS

ĐÀO TẠO NGUỒN NHÂN LỰC
TẠI SỞ THÔNG TIN VÀ TRUYỀN THÔNG TỈNH BẮC NINH

LUẬN VĂN THẠC SĨ QUẢN TRỊ KINH DOANH

Hà Nội – 2017


ĐẠI HỌC QUỐC GIA HÀ NỘI
KHOA QUẢN TRỊ VÀ KINH DOANH
---------------------

NGUYỄN ĐÌNH THẾ

HUMAN RESOURCES TRAINING OF BAC NINH DEPARTMENT
OF INFORMATION AND COMMUNICATIONS

ĐÀO TẠO NGUỒN NHÂN LỰC
TẠI SỞ THÔNG TIN VÀ TRUYỀN THÔNG TỈNH BẮC NINH
Chuyên ngành: Quản trị kinh doanh
Mã số: 60 34 01 02

LUẬN VĂN THẠC SĨ QUẢN TRỊ KINH DOANH

NGƯỜI HƯỚNG DẪN KHOA HỌC: TS. TRẦN HUY PHƯƠNG

Hà Nội – 2017


DECLARATION
The author confirms that the research outcome in the thesis is the result of
author’s independent work during study and research period and it is not yet published in
other’s research and article.
The other’s research result and documentation (extraction, table, figure, formula, and
other document) used in the thesis are cited properly and the permission (if required) is given.
The author is responsible in front of the Thesis Assessment Committee, Hanoi
School of Business and Management, and the laws for above-mentioned declaration
Ha Noi, dated

month

STUDENT

Nguyen Dinh The

i

2017


ACKNOWLEDGEMENT
My study would not be completed without guidances and enthusiastic assistance of

lecturers of Hanoi School of Business and Management – Vietnam National University.
First of all, I acknowledge my thankfulness to all lecturers of Hanoi School of
Business and Management – Vietnam National University for their valuable time, kind
assistances and support during study period.
I would like to express my endless thanks and greatfulness to my supervisor PhD.
Tran Huy Phuong who spent much time and dedication guiding and supporting me to
complete the thesis.
I also would like to express my sincere thanks towards all respondents and
managements of Bac Ninh which help me in completion of this dissertation.
At last, I express my gratitude toward my family and colleagues for their
encouragement and motivation in the process of the study.

ii


TABLE OF CONTENTS
DECLARATION .................................................................................................................... i
ACKNOWLEDGEMENT ..................................................................................................... ii
LIST OF ABBREVIATIONS .............................................................................................. vi
LISTS OF TABLES ............................................................................................................ vii
LIST OF FIGURES ............................................................................................................ viii
INTRODUCTION ................................................................................................................. 1
CHAPTER 1: THEORETICAL AND PRACTICAL BASIS OF HUMAN RESOURCE
TRAINING ............................................................................................................................ 6
1.1. The theoretical basis of human resource training .................................................................... 6
1.1.1. The concept of manpower, human resources and human resources training ........ 6
1.1.2. The concept of human resources training .............................................................. 7
1.2. The roles and characteristics of human resources training at the governing bodies ............. 8
1.3. Contents of human resources training mission at the governing bodies ................................ 9
1.3.1. The content of human resources training at the governing bodies ........................ 9

1.3.2. The procedures of human resources training at the governing body ................... 10
1.3.3. Criteria for assessment of human resources training at the governing bodies .... 14
1.3.4. The factors impacting on the effectiveness of human resource training .............. 16
1.4. Experiences of units and localities on training human resources in state agencies and the
lessons learned to the Bac Ninh Department of Information and Communications..................... 18
1.4.1. The experiences of units and localities on the training of human resources in
State agencies ................................................................................................................. 18
1.4.2. The lessons of Bac Ninh Department of Information and Communications ........ 24
CHAPTER 2: RESEARCH METHODS IN HUMAN RESOURCE TRAINING ............. 26
2.1. Methodological basis............................................................................................................... 26
2.2. Specific research methods....................................................................................................... 26
2.2.1. Methods of collection of information, database and figures ................................ 26
2.2.2. Methods of processing information, database and figures .................................. 27
CHAPTER 3: THE FACTS OF HUMAN RESOURCE TRAINING AT BAC NINH
DEPARTMENT OF INFORMATION AND COMMUNICATIONS ............................... 31
3.1. The general overview of Bac Ninh Department of Information and Communications ........ 31
3.1.1. Functions and missions ........................................................................................ 31

iii


3.1.2. Organizational structure ...................................................................................... 32
3.2. Characteristics of information and communication human resources and the characteristics
of the information and communication sector of Bac Ninh province, its impact on the training
of human resources at Bac Ninh Department of Information and Communication .................. 35
3.3. Regulations on organizing the training and fostering of officials and civil servants of Bac
Ninh province.................................................................................................................................. 37
3.4. The facts of human resources training at Bac Ninh Department of Information and
Communications ............................................................................................................................. 39
3.4.1. The facts of human resources structure................................................................ 39

3.4.2. The facts of the procedures for human resources training................................... 43
3.5. General assessment on human resources training at Bac Ninh Department of Information
and Communications ...................................................................................................................... 60
3.5.1. Advantages in training human resources at Bac Ninh Department of Information
and Communications ...................................................................................................... 62
3.5.2. Limitations and reasons of human resources training at Bac Ninh Department of
Information and Communications .................................................................................. 63
CHAPTER 4: ORIENTATION OF HUMAN RESOURCES TRAINING AT BAC NINH
DEPARTMENT OF INFORMATION AND COMMUNICATIONS IN THE FUTURE....... 65
4.1. Orientation of human resources training at Bac Ninh Department of Information and
Communications in the future........................................................................................................ 65
4.1.1. Training plan of Bac Ninh Department of Information and Communications up to 2020 . 65
4.1.2. Objectives of human resource training of Bac Ninh Department of Information
and Communications ...................................................................................................... 65
4.2. Several solutions to improve human resources training at Bac Ninh Department of
Information and Communications ................................................................................................. 66
4.2.1. Completion of training needs identification ......................................................... 66
4.2.2. Completion of training goals and plans ............................................................... 67
4.2.3. Completion of identification of training subjects ................................................. 68
4.2.4. Renovation of the method and content of the training program .......................... 70
4.2.5. Completion of the evaluation of the effectiveness of the training program after the course70
4.2.6. Exploitation of financial resources to support the training of human resources . 71
4.2.7. Recommendations to Bac Ninh People’s Provincial Commitee..........................73
CONCLUSION ................................................................................................................... 74

iv


REFERENCES .................................................................................................................... 76
APPENDIX……………………………………………………………………………..…78

v


LIST OF ABBREVIATIONS

No.

Abbreviations

Meaning

1

CDCS

Cadres, Civil servants

2

CS

Civil servants

3

FL

Foreign language

4

GM

Governing management

5

IC

Information and Communications

6

ICT

Information and Communications Technology

7

IT

Information Technology

8

PAR

Public administration reform

9

PS

Public servants

10

DE

Decision

11

PC

People’s committee

12

OFF

Official

13

DIC

Department of Information and Communication

vi


LISTS OF TABLES

Table 1.1. Criteria for distinguishing between cadres, civil servants and officials.... 7
Table 3.1. The number of employees at Bac Ninh Department of Information and
Communications at the stage of 2011 and 2016....................................................... 40
Table 3.2. Human resources structure of Bac Ninh Information and Communications by
age ............................................................................................................................. 42
Table 3.3. Human resources structure of Bac Ninh Department of Information and
Communications by qualification............................................................................. 43
Table 3.4. Summarize of training demands of department and units under
Department of Information and Communications .................................................... 45
Table 3.5. The number of officials and civil servants sent to training at the stage of
2011 and 2016 .......................................................................................................... 47
Table 3.6: training demands of Department of Information and Communications
between 2011 and 2016 ............................................................................................ 49
Table 3.7: Training plan for officials and civil servants under the scope of the
Department ............................................................................................................... 52
Table 3.8: The training costs for cadres of Bac Ninh Department of Information .. 56
and Communications ................................................................................................ 56
Table 3.9: The training costs for cadres extracted from the funds of center of
information and communications technology over the years ................................... 56
Table 3.10: The percentage of cadres meeing the requirements of the Department
after training between 2011 and 2016: ..................................................................... 57
Table 3.11: The results of assessment and classification of cadres, officials and civil
servants of Bac Ninh Department of Information and Communications in 2016 .... 58
Table 3.12: The percentage of cadres, public servants and officials at the rank of
official upwards ........................................................................................................ 60

Table 3.13: Quantity of cadres achieved the excellence .......................................... 63

vii


LIST OF FIGURES

Figures 3.1. The units managed by Bac Ninh Department of Information and
Communications ....................................................................................................... 32
Figure 3.2: The structure of leadership, department and units under the Bac Ninh
Department of Information and Communications – Source: Office of the
Department of Information and Communications in 2015 ...................................... 33

viii


INTRODUCTION
1. The necessity of the thesis
At the age of current knowledge economy and the tendency of international
economic integration, human resources are considered as one of the most important and
decisive ones for the socio-economic development of the country.
At the 11th National Congress of the Communist Party of Vietnam, the Party
continued to define: “maximize the human factor; human beings are the subject, the main
source and the target of development”, “the rapid development of human resources,
especially high quality human resources is a strategic breakthrough ... “. Therefore, the
issue of human resource training has been increasingly raised by the Party and the
Government. This has been also considered an important breakthrough to focus on
enhancing endogenous strength: intellectuality and intelligence of Vietnamese people to
adapt and create momentum in the period of international integration.
In recent years, a range of ministries, sectors and localities have issued policies to

attract high quality human resources to work in governing authority in order to find
solutions to improve the human resources’ quality. These policies, however, are
breakthroughs, but the practices have still had limitations. In addition, the training of
human resources in most administrative agencies over the country has not achieved high
efficiency: the redudancy of labor forces, but the lack of the quality for job requirements;
the intellectual, skilled labor has always been inadequate. Although the education and
training system has been improved, the quality of education and training remains
inadequate to meet the economic development needs of each locality and has not had the
training in the oriented focus.
For Bac Ninh province, in the face of the need for renovation of administrative
reform, raising the quality of public services, civil servants attracting high-level human
resources to work in governing authorities, the improvement of the human resource
training is very necessary, which is also an important driving force for the rapid and
sustainable growth of the province.
In particular, on the occasion of the 180th anniversary of the establishment of the
province, the Prime Minister Nguyen Xuan Phuc agreed to let Bac Ninh build a project to
become a centrally-run city by 2022. Simultaneously, Bac Ninh has built the following
plan of “Smart City”, “Electronic Government”, in which the role of scienctific

1


technology, information and communications has been enormous. With the functions and
missions directly concerning the management of information and communications, Bac
Ninh Department of Information and Communications has played an increasingly
important role in the socio-economic development of Bac Ninh province in the recent
years.

Therefore, the Department of Information and Communications should pay

attention to the cadres of highly specialized management in the field of information
technology. However, in fact, the training of human resources at the Department of
Information and Communication of Bac Ninh has still faced many difficulties and
limitations. In order to perform the functions and tasks assigned well, the completion of the
training of human resources of the Department is very essential.
Based on that fact, the author has chosen the subject “Human resources training of
Bac Ninh Department of Information and Communications” to implement Master's thesis
in the major of Business Administration.
The topic is implemented to answer the research question: The topic is to find
out the answer to the research question: What does Bac Ninh Department of
Information and Communication need to implement and how to improve the human
resources training for efficiency of the Department?
2. The overview of the research
2.1. The major research works
In the past years, the issue of human resource training has had studies of many
authors:
Tran Khanh Duc (2010), Education and training: human resources development in
XXI century, Vietnam Education Publising House Limited Company, Hanoi. The book has
deeply mentioned and analyzed the situation of education and training of human resources;
the role of education and training for national human resources development in the 21st
century; accordingly, it proposes a number of issues to promote and renovate education
and training to meet the requirements of human resource development in the 21st century.
Ta Ngoc Tan (Editorial Director - 2012), Development of Education and Training of
Human Resources, Talents, Several World Experiences, National Political Publishing
House, Hanoi. The book has analyzed the fundamental issues of human resources, talents
and the development of education and training of human resources and talents of countries
over the world to draw useful for Vietnam in renovation of basic and comprehensive
education and training to develop national human resources and talents.

2

PhD thesis “Human resources training in Vietnam's economic universities through
international cooperation programs” (2008), Phan Thuy Chi, National Economics
University. The author discusses the theoretical foundations for human resource training of
Vietnamese economic universities. Evaluate the situation of human resource training
through these programs, especially in the field of economics.
PhD thesis “Solutions for agricultural human resources training of Can Tho city in the
industrialization and modernization period” (2009), To Minh Gioi, Hanoi National University
of Education. The author has analyzed the theoretical background and international experience
in human resource training; the status and solution of agricultural human resources training of
Can Tho city in the industrialization and modernization period.
PhD thesis “Training and Development of Human Resources in Vietnam Textile
Industry” (2009), Pham Thi Bich Thu, The University of Da Nang. The author has
assessed and analyzed the current status of human resources and the training and human
resource development of Vietnam's garment and textile industry, thereby introduce the
viewpoints and propose solutions to improve the education and training of industrial
human resources.
PhD thesis “Human resources development in tourism of South Central Coast and
Central Highlands” (2011), Tran Son Hai, National Academy of Public Administration. The
author analyzes the current status of tourism human resources development: quantity, quality
and structure of human resources training in tourism of the South Central Coast and Central
Highlands provinces. Propose the solutions for human resource development till 2020.
Master’s thesis “Training human resources in postal sector of Binh Dinh province”
(2014), Le The Van, the University of Da Nang. The author analyzes the situation of
human resource training and proposes several solutions to improve the training of human
resources of postal sector in Binh Dinh province.
Master’s thesis “Human resources training at LICOGI 166 Joint Stock Company”
(2015), Le Thi Dieu Hang, Labor and Social University. The author analyzes the rationale
for human resource training, the current situation of human resource training at LICOGI

166 Joint Stock Company, and offers some solutions to improve human resource training
of the company.
Associate Professor. PhD. Van Tat Thu (2017) - Former Deputy Minister of Home Affairs
with the article published in the State Organization – Research Journal of ministry of home
affairs on “Policy of training and development of high quality human resources”. This article

3


clarifies the high quality human resource training and development, which explains why training
and development of high quality human resources must be addressed by government policy.
Other researches include:
The article “Training and fostering of cadres and civil servants in public
administrative reform” of the author, Nguyen Thi La, National Academy of Public
Administration. An article “Several issues in Training and Development of High Quality
Human Resource of Vietnam” authorized by Nguyen Thi Tuyet Mai - Hanoi University of
Internal Affairs, published in State Organization, 2016. The article “Training and
development of human resources in Vietnam at the stage of 2015 and 2020 to meet the
acceleration of industrialization, modernization and international integration” of PhD.
Dang Xuan Hoan - General Secretary of the National Education and Human Resources
Development Council, published in the Communist Journal, 2015. The article “Highquality Human Resources in the Industrialization and Modernization period” of the author
Nguyen Long Giao, published in Journal of Social Sciences No. 6 (154) -2011. The article
“Human Resources Training of Information - Library in Vietnam - 50 years of review”
authorized by PhD. Tran Thi Quy - Vietnam National University, published in TV
Magazine No. 3/2006 and other studies.
2.2. The research results and gaps:
The researches mentioned above have been relatively sufficient and systematic for
theoretical and practical issues in the training of human resources.
Nonetheless, there have not had many studies in-depth on human resource training in
public organizations or smaller ones in specialized agencies under Provincial People's

Committees (such as the organizational model of Bac Ninh Department of Information and
Communications) and no research on human resources training at the Bac Ninh
Department of Information and Communications.
2.3. The contributions of the thesis:
- Objectively and scientifically analyze, evaluate and reflect the real situation of human
resources training at the Bac Ninh Department of Information and Communications.
- Propose necessary solutions that are feasible to make the training of human
resources effective at the Bac Ninh Department of Information and Communications.
3. The objectives of the research:
3.1. The objectives of the research:
Based on the theoretical and practical research, the thesis proposes several solutions to
improve the training and development system of human resources to improve the performance

4


of the Bac Ninh Department of Information and Communications; contributing to promote the
local economic development in the coming time.
3.2. The missions of the research:
- Systematize theoretical and practical basis on human resource training, especially
human resources in state agencies.
- Analyze and assess the situation of human resource training at the Bac Ninh
Department of Information and Communications.
- Propose solutions to fulfill the training of human resources at Bac Ninh Department
of Information and Communications.
4. The subjects of the research
The subject of research is the training of human resources at the Bac Ninh
Department of Information and Communications.
5. The scope of the research
+ For space: The research on human resource training at the Bac Ninh Department

of Information and Communications.
+ For time: The current situation of human resource training at the Bac Ninh Department
of Information and Communications has been studied in the period of 2011 and 2016. The
solutions of completion of attraction and human resources training at Bac Ninh Department of
Information and Communications are identified for the period of 2016 and 2020.
6. The method of the research
The topic of “Human Resource Training of Bac Ninh Department of Information and
Communications” is studied based on the following research methods: Collection and
treatment of information and database; Logical and historic method; Method of analysis
and synthesis; Statistical and descriptive method; Comparative method; Interview method;
Questionnaire and survey method.
7. The structure estimation of the thesis
Apart from the Introduction, Conclusion, References, the dissertation consists of four chapters:
Chapter 1: Theoretical and practical basics of human resource training
Chapter 2: Research Methods in Human Resource Training
Chapter 3: The facts of human resource training at Bac Ninh Department of
Information and Communications.
Chapter 4: The orientations and solutions to fulfill Human Resource training at Bac
Ninh Department of Information and Communications.

5


CHAPTER 1
THEORETICAL AND PRACTICAL BASIS OF HUMAN RESOURCE TRAINING
1.1. The theoretical basis of human resource training
1.1.1. The concept of manpower, human resources and human resources training
1.1.1.1. The concept of manpower and human resources
Manpower is considered as the capacity of each person and externally represented by
the ability to work. Manpower includes physical, mental and mind power. Physical power

is specifically indicated to the health (height, weight, volume, endurance and other
indexes); mental power is expressed in specific by qualification (knowledge, skills,
experience); mind power is psychology, the consciousness, the level of effort, the
creativity, the passion and other standards. The power of each person can be said to be
unlimited, but they can exceed the available restricts if they put in certain situations.
Human resources, or resources of human being is one of the important resources in
the socio-economic development every nation. The concept of human resources is given in
different aspects:
According to the United Nations Organization, human resources are vocational
proficiency, knowledge and capacity of the whole life, human health in actual or potential for
socio-economic development in the community.
According to the Labor Code of Vietnam, human resources of the society include
people of working age and beyond the working age that are proficient or shall participate in
labor. The number of human resources depends on the rate of natural population growth and
working age; quality of human resources depends on the education and physical conditions
of the labours, the genetic factor, the demand for labor in the locality. In the certain extent,
human resources are synonymous with labor force, but human resources refers to the quality
of the labors.
According to Curriculum of human resources economy (Tran Xuan Cau – Mai Quoc
Chanh, 2008, National Economics University), “The human resources are power that
people can be capable of creating material and spiritual wealth for society, is expressed as
quantity and quality at a certain time”. Accordingly, human resources are a category to
refer to the latent power of the population, the mobilization ability to participate in the
process of creating material and spiritual wealth for the present and the future.

6


It can be said that human resources, in the new approach, have broad implications
including the constituents of quantity, knowledge, cognitive abilities and acquisition of

knowledge, social dynamics, creation, historical and cultural traditions.
1.1.1.2. The characteristics of human resources of the governing bodies
The concept of human resources of state agencies can be understood as follows 1:
- As executors of state power (Legislative - Executive - Judicial), the objects of the
state human resources are composed of three groups: cadres, civil servants and officials.
- As the subject of the civil service, the person performing the duties.
- As the professional team with high professional skills for regular, continuous
activities on a large and complicated scale.
- As the human resources of relatively stable, inherited and constant improvement in
quality.
- Be recruited by the State and ensure the benefits of execution.
Table 1.1. Criteria for distinguishing between cadres, civil servants and officials
CADRES

CIVIL SERVANTS

OFFICIALS

Vietnamese citizen

Vietnamese citizen

Vietnamese citizen

To be elected, ratified,

To be employed and

To be recruited by position

appointed to hold positions

appointed into the position

of employment with

and titles upon term

and title.

different titles

Work in the party, state,

Work in the party, state,

Work in public non-

socio-political

socio-political organizations

business units under the

organizations

contractual regime

On payroll and salary from

On payroll and salary from

Earnings from the salary

the state budget

the state budget

fund of the private units

Source: Institute for State Organizational Sciences, Ministry of Home Affairs
1.1.2. The concept of human resources training
As a resource of development, the human resource of the organization is the human
being that is capable of creating material and spiritual wealth for the organization. Human
resource quality can be created, maintained and enhanced through a variety of measures,

1

PhD. Ta Ngoc Hai, Development of human resources – Thinking and actions, Institute for State
Organizational Sciences, Ministry of Home Affairs

7


including training. The human resource training is the overall of learning activities that
takes place over time to change employee behavior2.
Human resources training
Training is considered as learning activities to help employees perform their
functions, duties and powers more effective. It is a learning process that helps labours get a
better grasp of their work, improve their qualification and their skills to gain the

effectiveness. Training focuses on the current job, the current expertise of the employee,
and therefore, it is a top concern in the human resources development.
Human resource training is the process of promoting the development of knowledge,
new skills and labor qualities, promoting the creation of new scientific and technological
achievements, ensuring the mobilization active in the fields, sectors and the whole society.
The training process transforms resources in terms of quantity, quality and structure in
order to bring into full play the human potentials, develop the whole and every part of the
personality structure, develop the capacity material and mental capacity, create and
increasingly improve morality and skills, both in spirit and behavior from this quality level
to the higher level, to meet the demands of human resources for the socio-economic
development of each country.
The concept of training is primarily used for staff and cadres working in the professional
field, this is the process that helps them learn, acquire knowledge, technical skills. The concept of
development involves transmission the knowledge or a broader set of knowledge, skills or issues
that help employees raise awareness, change attitudes, and improve their practical skills for
managers in current or future positions. In other words, the training directly involves staffing
groups using product creation skills, whereas development directs towards management clusters
that use a variety of integrated knowledge.
In summary, the training of human resources is the overall forms, methods, policies
and measures to improve and enhance the quality of human resources, to meet the demand
for human resources to meet increasingly requirements of the organizations.
1.2. The roles and characteristics of human resources training at the governing bodies
* The roles of human resources training at the governing bodies
- Build up a contingent of cadres, civil servants and officials to meet objectives and
missions. Accordingly, it can establish the contingent of cadres, civil servants and officials

2

PhD. Nguyen Van Diem - Associate Professor.PhD. Nguyen Ngoc Quan, 2004, Curriculum in
human resources management, Publishing house of National Economics University

8


meeting the requirements and missions of the modernization, reform and renewal of the country
and contributing to strengthen the effectiveness and efficiency of state management.
- Training and development of human resources associated with positions to equip
the contingent of cadres, civil servants and officials with the necessary knowledge, skills
and attitudes to improve their performance. simultaneously, prepare them for the skills,
attitudes and knowledge of the new job position to meet the requirements of modernization
and globalization.
* The characteristics of human resources training in the governing body
The functions of human resource training in state agencies are actually the training
and fostering of cadres, civil servants and public employees in service of the performance
of tasks and public duties. It has the following characteristics:
- The training and fostering must be based on the employment position and criteria
for public employee's rank
- The training and human resource development must be carried out synchronously,
according to the plan and planning
- Training and comprehensive fostering on political theory, quality and professional
qualifications
- Training and upgrading are both a right and a responsibility of cadres and civil
servants
1.3. Contents of human resources training mission at the governing bodies
1.3.1. The content of human resources training at the governing bodies
1.3.1.1. The discription of human resources
The training of human resources in state agencies is mainly the training and fostering
of cadres and civil servants, including the following contents:3
- Training and upgrading of rank and title standards
- Training and fostering of leadership skills and management

- Training in political theory
- Training and fostering of professional skills, specialized skills associated with
specialized skills and updating of knowledge.
- Training and fostering of other contents: informatics, foreign languages, postgraduate training, fostering of working unions and other activities.

3

/>
9


1.3.1.2. Tranning Methods for Human Resoures
In fact, there are many human resources. The variety of refresher courses increases
the selection opportunities for civil servants. Several common types of government
agencies in Vietnam are:
- Training and fostering through mentoring in work: this manner helps cadres and
civil servants to learn and work at their own positions through the guidance of
managements, mentor or those who have experience of working in the unit. This is the
shortcut to achieve a high level of competence, practical skills in certain specialized field.
- Transferring or displacement of the positions: it is the transfer of cadres, civil
servants and employees from one job to another to provide them with work experience of
various fields in the organization. The accumulation of knowledge and experience gained
during the transition helps them to perform better in the future.
- The organization of courses: this form helps learners separate from work and focus
on learning. These include: intensive, semi-intensive and distance learning.
- Self-study: This form helps cadres, civil servants and employees to be more active
in training and fostering. Learners can actively arrange time and select the program to be
suitable for the assigned job.
1.3.2. The procedures of human resources training at the governing body
1.3.2.1. Identification of training requirements

For avoidance of waste in training, cadres, civil servants and officials should be
surveyed their qualification and the demands for training and fostering. This is an
analytical activity to refine the level of disparity between the staff's current capacity to
perform actual missions (for instance, qualification, skills, qualities, attitudes) with the
required level of competence for each job position. As a result, the training and retraining
courses need to address the difference.
The accurate identification of the training needs is the basis for training planning, by
identifying shortfalls at three levels: organizational level, job level, and individual level.
- Organization-level analysis: The organization is an unit (agency) with clear
functions and missions, a complete organizational structure, and performance of missions
assigned by the State. Strategic vision and the goal of the organization is the ideal of
completion of the work. Then, analyze the actual situation to be able to determine the
shortfall and the reasons of the difference.

10


- Job-level analysis: is the analysis of the variation between the required knowledge,
skills, attitudes and competencies to accomplish that assignment at the target and the
current level. The shortage is the need of training at the level of work.
In order to carry out this analysis, it is necessary to develop a database of knowledge,
skills, attitudes and capacity requirements to perform the missions as the goals setting,
through a number of methods such as: job description, job observation, job diary, interview
and others.
- Personal analysis: is the analysis for each individual (in terms of professional
qualifications and attitudes) in meeting the assigned tasks. In order to analyze at the
individual level, we use tools such as job description, rating of unit heads, individual
recommendations and others.
In conclusion, the aggregation of training needs analysis data at three levels:
individuals, jobs, organizations shall formulate database of training needs; in particular, the

focus should be on the training needs of the organization.
1.3.2.2. Planning and development of training curriculum
Once the need for training of cadres, civil servants and officials under their positions,
it is essential to make the annual short-term and long-term training plans for human
resources to develop their qualification and skills.
The training plan must be clear on objectives, feasibility and time-bound. The
training of human resources must have the focus, the right demand, the right subjects,
avoid waste in training, and be associated with the arrangement and ultilization of cadres.
a. Short-term and long-term training plans
- The long-term training plan is based on the actual situation of the employees of the
organization, its functions, its development objectives in the future for overall planning within 5
or 10 years. This plan is often a long-term strategy for organizational development.
- The organization's long-term training plan consists of undergraduate and
postgraduate training (Master, PhD) and short-term training (political theory, state
management, foreign languages, informatics, specialization).
- The short-term training plan is usually a one-year plan, which is a plan for specific
training activities to be implemented in the year. The content includes: content, number of
courses, number of students attending each course, time, location, and others.
b. Steps for making human resources training plan
Step 1: Evaluation of the current state of cadres, civil servants, officials and training

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- The status of cadres, civil servants and officials include: number, age, sexuality,
ethnicity and seniority
- The current status of qualification and training needs
- The human resource development strategy of the unit in the period
- Send proposals to subordinate units
This is the training needs analysis at three levels: organization, work and personal.

Bước 2: Development of training plans
The development of training plan is the process of establishing goals and identifying
resources to carry out the training and retraining of human resources; includes the
following contents: (1) Identification of training objectives, (2) Determination of training
content, (3) Indentification of training methods, (4)
(1 ) Identification of training objectives
The identification of the training objectives focuses description of job on the
objectives and evaluate the final effectiveness of the training, as specific:
- Long-term goals are derived from the strategic vision and missions of the unit, focusing
on specific training needs (for example, civil servants in leadership planning at all levels)
- Specific (short-term) objectives stem from the situation and the qualification of cadres
and civil servants, and the need for training and resources to carry out the training activities.
(2) Identification of training content:
The content of the training program must be in accordance with the requirements of
each type of cadres, with emphasis on qualities, political theoretical qualifications and
professional capacity. The determination of the content of the training program is the
identification of steps to achieve the training objectives. In particular:
- Identification of specific training courses and classes: Based on the training needs
of the institution, to design suitable courses (including: location, training space, resources
for the course)
- Time for implementation of training courses, classes: Commence time, completion
time, adjustment time for the implementation of the plan.
- Subjects and objects of training. Identification for each course the number, gender,
age, position and position corresponds to the purpose and content of the training.
(3) Identification of training methods:
By determining the method of conducting training courses (self-organized training
courses, courses organized by the higher level, the unit only assign people or courses

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assigned by the school or other ministries, branches and organizations), the training shall
determine the specific program. If the training program is organized by the unit, the
program should meet the requirements and objectives set out and ensure balance,
flexibility and feasibility in implementation.
Based on the training program, the training need to refine:
- Learning materials are clear, easy to understand and scientific
- The means of teaching and learning for each course is adequate and necessary
- Lecturers ensure that they can best convey the training contents to the trainees.
- Refore the training methods.
(4) Identification of training expeditures
Training courses should determine where the funds are to be provided:
- State budget
- The source of the implementing organizations
- Funding from foreign organizations
- Source from programs and projects
- Contribution of individuals
Training courses should be budgeted for implementation, mainly consisting of 2
types of costs:
- Fixed costs: lecturer's money, hall rent, equipment, teaching aids and others.
- Variable costs: travel expenses, printing documents and others.
Step 3: The draft of training plans, sending and reception of concerning units
Step 4: The synthesis and submission to the leader for approval of training plans
1.3.2.3. Organization of human resources training activities
The steps to organize a training course include:
- Prepare the curriculum and lecturers.
- Notify the enrollment
- Make the decision for organization of training courses.
- Prepare the materials, curriculum and facilities of the courses.
- Opening class

- Manage the courses
- Take the exam and write the final report
- Make the report of results and notify the learning results of students.
- Pay the course fees and archive the records.

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1.3.2.4. Assessment of training results
The content of training evaluation includes: (i) how well the course has achieved its
training objectives; (ii) what issues identified in the content of the course have been
addressed through training; (iii) what content should be completed in subsequent courses.
The evaluation of training results can be conducted at the following levels:
- Level 1 – Response: assesses the satisfaction of the trainees about the training program
- Level 2 – Acquisition: assesses the change of knowledge and attitudes of trainees
after the training program
- Level 3 – Behaviours: assesses the extent to which learners can apply the
knowledge and skills they have learned.
- Level 4 – Results: assesses the impact on the performance of the organization of working.
1.3.3. Criteria for assessment of human resources training at the governing bodies
Criteria for evaluation of the human resources training in state agencies are the
characteristics and factors as the basis for recognizing the effectiveness of human resource training.
Criterion for assessment of the demands for training:
This criterion is based on the calculation of those being met the requirements of the
training/the total number of people in need of training. The higher ratio is, the more
attention is to the improvement of the knowledge and skills of labours.
Criterion for identification of training objectives:
- The specific objectives of the institute for each training course
- Knowledge and skills for employees after attending training courses
- The objectives of training meet the requirements of cadres and civil servants and

orientations of development or not.
Criterion for assessment of training program and methods:
The target based on the variety of the traning programs. The diversity is reflected in
the quantity and type of training programs. It depends on the investment budget for
training, the capital, labor and the performance of the organization.
This criterion is evaluated by the level of perception of the employees after training.
The suitability of the training program with the capacity of public servants and officials
sent to training. The training programs have different levels, varying by the amount of
knowledge and the level of knowledge in the different training programs so training
programs are not always appropriate with the capacity of the labours. In order to make this
suitability, it is necessary to study and evaluate the capacity of the employees and the

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content of the training program in order to gain high effectiveness in selection of the
training program for the labours.
Criterion for evaluation of training expenses:
Training costs determine the choice of training methods. Training costs include
tuition fees, teaching expenses, management costs, facility costs, and travel, meals, wages
of cadres and others.
The criteria depends on the difference between the annual training costs and the
actual training costs report in annual. Based on the database in the annual training plan and
the annual training result sheet, the HR department then calculates the difference between
the actual training cost and the training plan. The lower the difference is, the more exactly
the training cost is.
Criterion for assessment of training effectiveness:
- The satisfaction of the employees on the time and content of the notice of the
training course for employees. The satisfaction is measured by the number of employees
who are satisfied with the time, behavior, form of the notice as well as the procedures in

the organization of the training. The number of satisfied employees accounts for over 80%
of the total number of trained workers.
- Positive impacts on the organization such as: Results of the wage increase: Every
year, agencies and organizations regularly evaluate employees by the exam for the purpose
of increasing salary cycles for state agencies and increasing salary based professional
qualifications for private organizations. Completed trainees shall also be assessed through
the payroll test. If the results are over 90%, the training courses have brought about high
efficiency and professional capacity and qualifications of the laborers.
- The effectiveness of training is reflected in the relationship between the training
costs and the performance of employees in the organization. The high cost of training
means that investment in training is highly valued and often highly effective. In contrast,
the low cost of training is synonymous with the lower of effectiveness.
- The assessment of the employees themselves on the effectiveness of the training.
The employees shall self-assess through surveys for cadres and staffs on the training. They
assess whether the knowledge acquired is enough for the job. This criterion is considered
fundamental in assessing the effectiveness of training because it is expressed by the
training subjects themselves.

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