Ho Chi Minh University of Technology

School of Industrial Management

Productions and Operations Management
Lecturer: prof. Huynh Thi Phuong Lan

No. Student's ID Student's Full Name Contribution

1 1952787 Phạm Trần Đăng Khoa 100%
2 1953021 Trần Hoàng Tiến 100%
3 1952191 Thiệu Gia Bảo 100%
4 1952770 Hoàng Nguyễn Quốc Khánh 100%
Table of Contents
Table of Contents ........................................................................................................................ i
Main Part:................................................................................................................................... 1
I. Introduction ..................................................................................................................... 1
II. Literature review ............................................................................................................. 2
III. Methodology ................................................................................................................. 3
IV. Data Analysis and Results ............................................................................................ 5
1. Communication skills: .................................................................................................... 5
2. Presentation skills: .......................................................................................................... 5
3. Teamwork: ...................................................................................................................... 6
4. Study under pressure: ..................................................................................................... 6
5. Self-study ........................................................................................................................ 6
6. Computer Skill:............................................................................................................... 6
7. Critical Thinking............................................................................................................. 7
8. Problem-solving skill...................................................................................................... 7
9. Flexibility and Agility skill............................................................................................. 8
10. Creativity and Innovating skill ..................................................................................... 8
V. Discussing the Results .................................................................................................... 9
VI. Conclusion .................................................................................................................. 10
VII. References .......................................................................................................................ii

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Main Part:
I. Introduction
With the solid economic development and the rapid changing of the world's
environment, there are primary trends that pose fundamental challenges and new
opportunities for innovation in our educational system, which is the transferring from an
industrial economy to a knowledge economy. The other one is the young generation's
growth, training, and education from all education levels, especially the remaining skills
and knowledge in their mind after graduating from school. Hence, developing students'
skills is an integral part of today's education, especially in a university environment, where
students are striving to accumulate the most necessary basic skills for themselves before
graduating and working outside. These skills are the abilities that involve how the student
study, work and interact with other people; in other words, students' skills are their
behaviors and personality traits that help them to study and collaborate.
In the learning environment, most interactions with other students require some
specific level of soft skills. In a class, students are required to collaborate to complete tasks,
present their new idea to their friends, network for a new exercise, and so on. They need to
use soft skills every day at school in parallel with developing to help them gain more
knowledge and accelerate their career opportunities. Soft skills enable students to influence
how well they can work and communicate with others, but the importance of these skills is
often ignored in Viet Nam's education levels. They only concentrate on specialized
knowledge but forget the vital role of collaboration and interaction among people. In the
workplace and daily life, these skills such as critical thinking, problem-solving, or
communication are usually used to interact with other people, create new relationships, and
make more potential acquaintances.
The key element of students' skills development is how they are aware of their existing
skills and how they are satisfied with them. A highly valued society does not depend too
much on economic growth but on people's intellectual level in that society, where people
perfect soft skills in communication and work. That is why today's recruitment criteria often
promoted soft skills up to 75% compared to specialized knowledge and increased
competition in the job market. According to the 2017 paper by a Harvard student on the
importance of social skills within the labor market, soft skills are in high demand within
the workforce which jobs requiring high social interaction levels grew by nearly 12 percent
as a share of the U.S. labor force. Therefore, universities currently focus more on soft skills
by organizing more training courses, integrating soft skills into majors, and arranging more
outdoor activities to create a young potential generation for society. However, some
students try to acquire soft skills as much as possible without knowing what is necessary
and relating to their major. Hence, the skills' function becomes redundant and time-
consuming; for example, students from the economic university may not need to be
proficient in computer skills than students from technology-universities, and the opposite
is true for presentation skills. Therefore, it is necessary to equip students' soft skills and
instructs them to select the right skills depending on their personality, major, or purpose.
Based on the importance of student skills development and the application of soft skills
in the workplace and life, this study will analyze student satisfaction with soft skills by
using secondary data and university student survey to explore more about the popularity of

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soft skills and how interactively between them. The following sections discuss the
literature, followed by explaining the adopted methodology, data analysis, results,
discussion, and conclusion.
II. Literature review
Soft skills nowadays are part of every individual in society, it is no longer an extra skill,
but it is a must-have skill for one person. It is strongly influenced by economic development
and social demands, so it is required as a personality trait of each person. Additionally, soft
skills are trained and practiced everyday only through essential communications and
interactions among people, but few realize their existing skills and how to develop them.
For example, actively chatting and interacting with peers in the classroom is one type of
communication skill. One of the most considerable adjustments for brand-new students is
that the newfound freedom in universities. College students have a rise in personal
responsibility and plenty less external structure. There are no set study times, no required
meal times, nobody to inform them when to sleep or get them up, a rise in their academic
workload, a greater have to multi-task and balance, and many new social opportunities
challenges. The following skills may facilitate them to develop their internal structure and
achieve success in universities.
To evaluate the role of soft skills of students in the workplace as well as the study
environment, we have conducted a survey assessing the importance of students' skills
development in university and analyzing student's satisfaction with these skills. Our report
is divided into four sections into the following analyzing parts by manipulating the Kano
model in reality. We use this model as an approach to prioritize skills chosen by students
based on their degree of satisfaction in the university environment. Skills are weighed
against how important they are to students in both dimensions functional (feature present)
and dysfunctional (feature absent).
The first is the methodology section; we want to present the research design: the
analysis of qualitative data and results, clarifying the collected information and the
secondary data used, methods used to develop such knowledge — finally, to use available
data to survey students by designed questionnaire. Secondly, analyze the data collected
from the survey, conduct an analysis and evaluation based on satisfaction and importance.
After analyzing the data, results are discussed in the next section based on the proposed
criteria before all processes and outcomes are synthesized to assess the level of completion
in the last part.

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 III. Methodology
First of all, we need to give a brief overview
the number and the attitudes of each course,
through the research board and survey how
students will lead to more diverse and
to concept, present, and design to capture
constructive data.
all aspects, perspectives, and attitudes from
each student when doing the assignment—
group survey. We started to consult and
post questions on google form to make it
easier to share and spread to the majority of
students.

Also, we have considered one factor that

Our team will still rely on the diagrams to
maximize the exploitation of students'
opinions; moreover, this is the basic
foundation of the subject and goes further
in the K.A.N.O model design.
Let us now explore the following topic on
the general problem of the survey. We use
the google form and ask a series of
questions to find other ideas, such as from
students (100% required). First of all, we
need to give general questions such as
Gender, what course are students studying?
To be able to collectively statistic
influences all students' general psychology,
which is part-time jobs. We categorize
them into three categories: part-time jobs,
no part-time jobs, and finally, full-time
work. Each form mainly affects student
psychology, and this factor is also decisive
to how students view soft skills in the
school environment and the future.
Next is the section of questions selected and
given to students in all situations from
school to work, classified into five
categories: Very important, important,
neutral, unimportant, very unimportant.
Such 5-item selection is also based on a
standard basis from information extraction

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reports. We have a total of 50 students
taking the survey, the primary students
within Bach Khoa University. We collect
data by submitting forms via social media.
Our problem is not to do the direct survey
but to do it indirectly through an online
form. Also, we do not require students to
give personal information but to give their
honest opinions without external
influences. Our team got a large variety of
contributions. Most of the group's questions
are about soft skills that a student naturally
had. The purpose of the questions is to let
students feel that these skills affect more or
less a student possesses or does not own;
moreover, student psychology will judge
this skill as applicable when applying
practical in study and work. Hence, the
final goal is to list the skills that to be the
level of expectation for each student and if
it is so ideal and practical then what This
skill may or may not exceed expectation to
be able to model a clear understanding of
the value they bring.
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Finally, we were able to submit a survey to
many students and collect 50 surveys with
data that were not dependent on external
factors, only objectively dependent on
psychology and questionnaires. An
individual's subject is fully corroborated
through the statistic percentages images
that we have given above and will add to
the Data Analysis and Result section. We
have a total of 20 questions with three
overview questions and 17 problem detail
questions. It will take each student 3 to 7
minutes to complete a survey. Before
putting the survey in students' hands, we
have to emphasize the skill and its
application in practice. Besides, we are also
scoping survey students within Bach Khoa
University and students from year 1 to year
4 (In quality systems, except graduate
level). The last problem is that we perform
under the Vietnamese language to reach all
students, understand the questions better,
not get boring or do the survey unclear, and
lack meticulousness.
 IV. Data Analysis and Results about 8% feel regular about it. Unlikely, just
In our survey, we have listed ten skills that 2% and 4% think having communication
we think are crucial for the students in the skills is useless and unimportant.
universities who may do some part-time jobs.
We also ask, "If your job is solely in contact
Our survey may have some errors, so the
with machines and equipment, do you find
reliability of it is about 70 to 80 percent. We
communication skills important?". And our
use Google Sheet and transfer it into the
result is: very important: 18%, important:
Excel file to list each result to identify which
42%, Neutral: 28%, Unimportant: 10%, very
skill students consider the most important,
important: 2%
which is less. Furthermore, we also show the
students' genre, work experience, how many 2. Presentation skills:
years they have studied in the university.
According to our survey result, the
percentage of the genre is 50% for male and
50% for female, and half of the students
currently study the second year, 18% for the
third year, the same 16% for the first year and
fourth year. Finally, half of the students do
not have any working experience, 14% have We also ask them about the importance of
a full-time job, 36% do a part-time job having presentation skills in study and
working environment, and the answer we
1. Communication skills: have is 46% very important, 22% important,
10% neutral, 12% unimportant, 10% very
unimportant.

Our group has a question "In your opinion, is

communication skills important?". And after
we collect all the answer, the result is 62%
think communication is very important, 24%
people think that is important, some people-
In reverse, the answer to the question "If you
were assigned another job like composing
Word, doing PowerPoint or a work equally
impactful as a team, do you still think that
presentation skills are important to you?" is
32% very important, 22% important, 30%
regular, 12% unimportant and 4% very
unimportant.

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3. Teamwork:
44% of students think that teamwork skills
are very important, 36% of them think that is
important while 8% think that very
unimportant, the same 6% for neutral and
unimportant.
Furthermore, we also put them into the
different situation, "if your environment does
not require teamwork, do you feel that
teamwork skills are still important?" and the
answer is 20% very important, 34%
important, 12% unimportant, 34% neutral
and 0% for very unimportant.
4. Study under pressure:
36% of people think that knowing how to
study efficiently under pressure is very
important, 30% think it important, 22%
neutral, 10% and 2% for very unimportant
and unimportant.
On the other hand, if they are put in a
different situation that does not require this
skill, the answer is also other 24% very
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important, the same 26% for important and
neutral, 14% and 10% for unimportant and
very unimportant.
5. Self-study
Half of the students who conduct the survey
think that self-study is very crucial, 26%
important, 12% neutral, 8% unimportant, 4%
very unimportant.
The situation is "if you do well in the study,
thanks to group study without self-study, do
you feel that self-study is important?", we
collected some answer: 24% very important,
30% important, 28% neutral, 16%
unimportant, 2% very unimportant.
6. Computer Skill:
Our group's survey has a very obvious about
computer skill and its importance to the
students. We have statistics the percentage of
this skill that 28% of students who thought

this skill is very important, moreover, 34% of
those think it is important. However, we saw
that 26% of those think it is neutral, over the
same with very important. Only 8% think it
is not important and the rest think it is very
not important. However, this is how they feel
about the skill and how it affects in
University's approach. So, we take it on a
specific situation: how they react and
perform this skill in working with their
teammates. 24% Very important, 30%
Important, 20% neutral, 18% unimportant,
8% Very unimportant.
7. Critical Thinking
As research on 50 students, we put a different
skill for those who passed the first skill, that
is computer skill, one of the most important
skills that people should have in 4.0 era. 34%
of students think it is very important, 46%
Important, 14% is Neutral, 2% Unimportant,
and the rest is very unimportant.
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Furthermore, we put it on a specific situation
question to observe how they react to their
thoughts, "If you are more emotionally
inclined to decide on something, is linear
thinking important to you?" 24% Very
Important, the same to Important, 34% is
neutral, 12% is Unimportant, and 6% is the
rest.
8. Problem-solving skill
Students always face many differences, so
the natural skill to get them through their
problems is Solving skill. 40% very
important, 34% Important, just 8% is Neutral,
but reaching 14% is Not important, and 4% is
Very Unimportant.
Continually, we give them the additional
question that, in their opinion, is problem-
solving ability important in study or
teamwork? 24% think it very important, 34%
think it important, 16% think it neutral,
besides that, 14% think it Unimportant and
12% is Very Unimportant.
 10. Creativity and Innovating skill
The final one we want to ask them about
using their brains to create in a university
setting when learning here is highly self-
motivated and independent. 46% is very
important, 28% is important, 16% is Neutral,
a small number of them think it is
unimportant (4%), and the rest is 6%.
9. Flexibility and Agility skill
When they graduate from any school level,
every student will come to a new studying
environment, so we question how they react
to a new study place, specifically is
university environment. 30% is very

We make a final question for them, "you are

not thinking and creative, but your intended
field of study and work do not require
creativity or innovation. Do you think your
important, 38% is important, 16% is Neutral, ability to think and create is important to
the same with Unimportant and Very you?" 26% think it is very important, 32% is
unimportant is 8%. important, 16% is neutral, 14% is
Unimportant, and the rest is 12%.
Because there is no agility and adaptability in
college, they often change majors and
schools. However, from there, they find their
favorite subject and school, and even an
environment that suits them. Do they think
that agility and adaptability are important?
30% is very important, 38% is important,
14% is Neutral, 8% is unimportant, and 10%
is very unimportant.

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 V. Discussing the Results
According to our survey, we have collected
many ideas about some skills that are
considered to be important in universities
and the workplace. As per the findings,
most of the students believe that some skills
help them to "survive" in universities, such
as communication, teamwork, self-study,
study under pressure, presentation, agility
and flexibility, computer, critical thinking,
problem-solving, creativity, and
innovation.
Having strong communication skills aids in
all aspects of life – from professional life to
personal life. From a business standpoint,
all transactions result from communication.
Good communication skills are essential to
allow others and individuals to understand
information more accurately and quickly.
In contrast, poor communication skills lead
to frequent misunderstanding and
frustration. Good communication skills can
aid in helping students land an interview
and pass the selection process. To do the job
effectively, they have to discuss problems,
request information, interact with others,
have good human relations skills – these are
all part of having good communication
skills.
Presentation skills are the skills students
need in delivering effective and engaging
presentations to a variety of audiences.
These skills cover various areas such as the
presentation structure, the slides' design,
the tone of voice, and the body language.
Today, presentation skills are required in
almost every field, and most of us are
required to give presentations on occasions.
While some people take this in their stride,
others find it much more challenging
Teamwork skills consist of interrelated
abilities that let the students work
effectively in an organized group.
Teamwork skills are vital to employers, as
teams are a basic organizational unit within
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many companies. Teamwork happens when
people cooperate and use their skills to
achieve common goals. Teamwork skills
are essential to success at work, no matter
the industry or job title. Working well with
clients, colleagues, managers, and other
people in the workplace can help them
complete tasks efficiently while creating an
enjoyable environment for themselves and
others. An organization that emphasizes
good teamwork skills is typically a healthy,
high-functioning workplace.
Self-studying is a learning method where
students direct their studying – outside the
classroom and without direct supervision.
Since students can control what (and how)
they are learning, self-study can be a
particular way for them to learn. Self-study
and traditional classroom learning can be
used together to help students get the most
out of their experience. Together, these
methods help students learn and retain
information better, boosting
comprehension, grades, and motivation.
Computer skills fit into two categories:
hardware and software. Hardware skills
allow students to operate a computer
physically. Hardware skills can be as
simple as knowing how to turn devices on
and off. They might also involve more
complex tasks like connecting machines to
the network, changing parts, or fixing
broken devices. For these complex tasks,
many employers hire trained technicians
with advanced computer skills
Software skills help students to use
computer programs and applications
efficiently. There are some software skills
that employers may consider as
prerequisites to employment. Employers
may not include some software skills on job
posts under the assumption they are
universally understood. For example, many
employers may believe all applicants have
a basic knowledge of word processing
programs, like Microsoft Word
Critical thinking is the ability to think
clearly and rationally, understanding the
logical connection between ideas. Critical
thinking has been the subject of much
debate and thought since early Greek
philosophers such as Plato and Socrates and
has continued to be a subject of discussion
into the modern age, for example, the
ability to recognize fake news.
Problem-solving is all about using logic and
imagination to make sense of the situation
and come up with an intelligent solution.
The best problem-solvers actively
anticipate potential future problems and act
to prevent them or to mitigate their effects
Creativity is "the use of imagination or
original ideas to create something" (Oxford
English Dictionary). In recent years, the
world has changed very fast and also the
demand so we need to think about the new
thing day by day so the creativity and
innovation skills also agility and flexibility
skills are vital
Students are currently facing many stresses
such as homework, assignment, family,
future,… and also employers. So, if they
can manage their life, they will be
successful because all the problems are also
opportunities to achieve a bigger reward.
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VI. Conclusion
In conclusion, the student's skill
development is required in every
individual; with this survey, we can expand
that developing the mental skills is
necessary even in a negative situation –
negative question listed in our survey
above. These are fundamental skills that
must exist in humans. Communication skill
is prevalent based on the industry's growth,
especially, all careers always have this item
on their interview list and corporate with
the business partner, for example. The
survey was clear that all the items listed are
strike forward to the survey participants to
wake themselves up to prepare all of these
important skills even though some skills are
not related to their job.
Communication skills and teamwork are
exciting features that Ho Chi Minh
University of Technology needs to open
and upgrade students' skills, such as the
Soft Skills class. Creativity and Innovation
skill must be listed on the compulsory
credit. This help student blows their mind
into the fantastic ideas that bring out the
benefits. If this skill were applied to the
compulsory credits, a student would reach
unlimited educational resources.
Future studies will reveal that all items in
the survey contribute the most in their
career. Student skill development is a
mental skill that an individual should learn.
 VII. References

BARNARD, D. (2019, 3 25). VIRTUALSPEECH. Retrieved from The Important of Soft

Skills: https://virtualspeech.com/blog/importance-soft-
skills#:~:text=Soft%20skills%20are%20personal%20attributes,and%20dependability
%2C%20and%20lead%20teams
Jawad, A. (2020). Studies in Education Evaluation. In A. Jawad, HEISQUAL: A morden
approach to measure service quality in higher education institutions (pp. 1-9). Iqra
University Islamabad, Pakistan: 2020.
Singmaster, H. (2020). Center for Global Education. Retrieved from Seven Skills Student
Needs For Their Future: https://asiasociety.org/education/seven-skills-students-need-
their-future
Skills, T. (2020). Skills You Need. Retrieved from Skills You Need:
https://www.skillsyouneed.com/learn/critical-thinking.html
Wilis, J. (2020). Life Skills. Retrieved from Life Skills:
https://barclayslifeskills.com/educators/blog/five-steps-to-developing-students-life-
skills-for-the-future/

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