ASSIGNMENT 1 FRONT SHEET

Qualification BTEC Level 5 HND Diploma in Business

Unit number and title Unit 11: Research Project

Submission date February 4, 2021 Date Received 1st submission

Re-submission Date Date Received 2nd submission

Student Name Nguyen Ngoc Long Student ID GDH190072

Class GBH0809 Assessor name Hoang Thi Lan Anh

Student declaration

I certify that the assignment submission is entirely my own work and I fully understand the consequences of plagiarism. I understand that
making a false declaration is a form of malpractice.

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Table of Contents
Section One: Title, objective, responsibilities............................................................................................................5
Section Two: Reasons for choosing this research project..........................................................................................5
Section Three: Literature sources searched...............................................................................................................6
Talent Management................................................................................................................................................6
a. Talent Definition.........................................................................................................................................6
b. Definition of Talent management and Talent Management process........................................................6
c. Talents’ expectation in the workplace........................................................................................................7
 Promotion.......................................................................................................................................................8
a. Definition.....................................................................................................................................................8
b. Types of Promotion.....................................................................................................................................9
c. Methods to facilitate promotion..............................................................................................................10
 Gaps in literature review..................................................................................................................................12
 Advantages and Disadvantages of Qualitative and Quantitative Research....................................................14
 Advantages of using quanlitative data........................................................................................................14
 Disadvantages of using qualitative data......................................................................................................14
 Advantages of quantitative apporaches and methods................................................................................15
 Disadvantages of quantitative approaches and methods...........................................................................16
 Reasons why quantitative approaches is applied in this research...............................................................16
Section Four: Activities and timescales................................................................................................................19
Section Five: Research approach and methodologies..........................................................................................19
Research Ethics Approval Form................................................................................................................................21
Reference list.............................................................................................................................................................25

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 Research Proposal Form

Section One: Title, objective, responsibilities

Talent management is an issue encountered by any organization in the modern business context. This
research would help enterprises to develop a network of expertise and cope with the scarcity of high-
quality employees. With the theme of Talent Management followed by the smaller theme about
Promotion Opportunities, in order to answer the research question is: What are the expectations of
talents when they have promotion oppotunities? The objective of this research project is to figure out
what are the wants and expectations of the talented workers when they have the capabilities to be
promoted and the promotion opportunities is always in front of them.

Section Two: Reasons for choosing this research project

The reason for choosing this research topic is mainly because I would like to clearly understand what
talent management might need to look like in order to meet the future needs of organizations and the
needs of the talented people of the next generation. On top of that, people are unidentical, so the fact
people may possess different desires did trigger my curiousity of what they really wants when it comes
to an opportunities for their promotion or the question simply is: Is there any things at workplace
accompanying with the career ladders as their status at work getting higher and higher? And since then,
doing this research regarding this field would somehow make my heads turn down over it.

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Section Three: Literature sources searched

Talent Management
a. Talent Definition
There is a variety of Talent’s meanings. The words "talent," "highly-gifted" or "genius" are also used to
refer to a scientist with exceptional insights, a brilliant thinker who in his or her research field has
achieved important breakthroughs (Thunnissen, 2016). When thinking about talent, people also expect
that the discussion would be about employees who report to them directly or indirectly, not about
themselves. But talent development also extends in three ways to these people: succession,
customization, and modelling (Ulrich and Smallwood, 2011).

On top of that, as supposed to Adamsen (2014), the word "talent" is used as laymen and in our common
language to describe those people that we feel possess a "innate talent" and will excel later in life, either
as entrepreneurs, private and public sector leaders, or as athletes. The word talent not only identifies a
"talent" by naming him/her, but also describes that such people later in life become popular or become
the best in a certain field, simply because he/she is a talent. So in our everyday life, the meaning of
talent seems to indicate something which is innate and as such, as critically pinpointed by Rommers and
Rössler (2019), makes it possible for an individual to excel. This belief is almost reinforced daily within
sports because most experts, coaches and parents often describe exceptional athletic performance in
almost every broadcast as caused by their talent: "The conviction that natural talent is, in fact, a primary
construct for exceptional athletic performance is reinforced daily in almost every sport telecast, where
the term "talent" is used as a synonym.” And Anand (2012) also discovered this shared belief or concept
among Wall Street research analysts in business life, where 85 percent of those he studied were
Interviewees assume that the main determinant of success is individual talent.
b. Definition of Talent management and Talent Management process
Talent Management (TM) is often defined as a systematic attraction, recognition, development,
Talent engagement/retention and deployment (Thunnissen, 2012). The writers use various words for
"talent" within their TM descriptions, such as "excellent skills," but also terms such as "key employees,"
"high potential" or "those people with high potential who are of particular value to an organization." One
of the most relevant debates in TM is the selection of words used to describe expertise, i.e. whether TM
is an inclusive approach that relies on (the skills of) all workers, or an exclusive approach to recruiting
and retaining a small group of employees (Tansley, 2011). Subsequently, key concerns are the outcomes
of TM and the TM activities required to achieve the expected results. The TM literature offers a logical
and instrumental understanding of the TM method in general: talents are recruited and established with
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a wide range of TM practices to steer their actions in a way that matches the organizational needs and,
as a result, the person is satisfied and inspired and the success of individuals and organizations increases.
In this strategy, the general premise is that TM's success mainly depends on TM's strategic orientation. In
doing so, the TM process in the external and internal organizational sense is isolated from other factors.
However, it is generally accepted in the field of HRM that the mechanism by which HR strategy
contributes to success is not as clear as the TM literature implies. The path from HR strategy to
organizational success consists of a series of multi-level underlying processes, and various actors and
impeding and facilitating variables are involved in each process, through which variation will arise at
each of those levels (Thunnissen, 2016).
c. Talents’ expectation in the workplace
The most daunting talent problem for organizations is also identifying and expanding the internal talent
pool. This involves, in particular, defining what their concept of "talent" is, determining who they should
work on, and agreeing on the best progression for these people (Uren, 2011). According to Uren (2011),
it shown that there are three key points that emerged any organisations, which includes: Talented
individuals have a great range of expectations of their organization; Organizations do not know the full
range of what talented individuals want; and where organizations do know what talent wants, they do
not always provide it.

Figure 1: Top five issues from talents then and now Uren (2011)

Chaudhry and Aldossari (2019) stated that, they also described six distinct classes of talented people,
characterized by the various things they desire, or in other words, varied from their expectations from an
organisation. The six types of expectations that talents’ pool groups are: First of all, the brand
enthusiasts, who are targeted at working with a business with a strong reputation or brand equity. They
are looking for ways to be stretched and tested and want the help needed to make this possible.
Secondly, the Career Ladderlists, those who always say “Promote me”, these wants position gaining
(focus in this research topic) and they want it quickly. Organizations with a more conventional business
approach to upward growth and development are drawn to them, and appreciate opportunities to
expand. In line with their growth, they believe their status should grow. Thirdly, (" Support me ")

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connectors, those who appreciate a comfortable working environment and love the social nature of
work. Creation is about having a multitude of resources and interactions to make the best of them, as
well as having the right partnership and support in place. The fourth, the Nurtured ("Guide me"). These
are whom I going to pay most attention throughout the project, these want businesses to get to know
them, respect them and play a significant role in their growth. They enjoy targeted growth that fits their
individual criteria and are perhaps the least likely to pursue advancement opportunities themselves from
all segments. And then, the Opportunity Seekers (‘‘Challenge me’’) is taken into consideration,
tantamount to Career Ladderists, these also value upward progression. What makes Opportunity Seekers
different is that they value the opportunities to be stretched and challenged a little more than the status
of an upward move. And last but not least, the Planners. These individuals see their career mostly as a
kind of anchor that gives them a sense of stability and a direction through life. They are looking for a
straightforward career roadmap, but this does not necessarily mean upward growth or promotion;
rather, a long-term direction with a series of innovations.

 Promotion
a. Definition
A promotion can disclose that the worker is of high ability and may be worth promoting to rival
businesses, which necessarily have less knowledge about the worker than the employing firm (Bernhardt
and Scoones 1993). Wage rises are often correlated with promotions, and the size of the wage rise can
either attract or prevent other employers from vying for the job.

It can also be accurate that a promotion is a result of investment in human resources or represents a
suitable fit for jobs. The model of human resources suggests that employees frequently undergo training
unique to a specific job, making them more important to the employer offering the training (Mincer
1974). Carmichael (1983) found that a promotion ladder would lead to human capital expenditure and
productive turnover conduct, whereby positions are distributed by seniority and salaries are attached to
jobs. The principle of job matches suggests that evidence on the consistency of a job match shows itself
over time (Jovanovic 1979). A promotion can simply be the optimal reaction of the organization after
learning about a worker’s productivity.

Nevertheless, these strategies generate questions that give hints as to which structure may be the most
plausible. For example, is upward mobility more a function of features that are readily observable, such
as education, or of features that are more difficult to observe, such as ability? Are there differences in
gender or race in promotion? Does promotion lead to training? Do promotions lead to wage

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improvements or other employment conditions? Do promotions have any effect on the attachment to
jobs (Pergamit and Veum, 1999)?

The data is much more aligned about the effect of promotions on salaries, as most studies found that
promotions and wage growth are positively associated. Even, the approximate wage effect varies
significantly across surveys. For example, Olsen and Becker (1983) showed that those who were elevated
reported around a 30 percent higher rate of wage growth than those who were not promoted, using a
limited sample of private sector employees at one company from 1973 to 1977.

These philosophical and theoretical models of the promotion process are not mutually compatible, and
they are difficult to verify. Many of these templates were structured to be compatible with the truth
about corporations' raises, salaries, and corporate processes. However, there is no scientific support for
internal mobility and, to date, few studies have investigated representative classes of workers in the
private sector (Pergamit and Veum, 1999). For the most part, these models also mark a generalized
trend as a "promotion," inside the organization, where there is clearly practically no evidence of what a
traditional worker considers to be a "promotion."

b. Types of Promotion
Promotion is a transition that has a greater status and obligation from one position to another. Moving
to a higher position usually entails a rise in compensation / other salaries, but this is not necessarily the
case. Technically, according to Sikula, a promotion is a transfer from one place to another that entails
both salaries and increases in status. There are fundamentals of career promotions, according to Ardana,
which include seniority, work efficiency, level of commitment, and integrity.

There is another type of promotion, which is correlated to the specialisation gained. These individuals
are those who have great academic acheivements, or working most of their time in the researching
fields, they want businesses to get to know them, respect them and play a significant role in their
growth. They enjoy targeted growth that fits their individual criteria and are perhaps the least likely to
pursue advancement opportunities themselves from all segments (Urin, 2011).

According to Pergamit and Veum (1999), individuals were asked a more comprehensive series of
questions in 1990 about the type and consequences of any promotion they had achieved on their
current job in the previous year. The main variables of concern in this analysis are the answers to above

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questions. In 1990, people were asked to identify their advancement into one of seven categories, these
includes "took over an old supervisor's role", "chosen to fill a newly created position," or "got a
promotion due to a reorganization”, “Had a Position Upgrade”, Were Promoted to a Higher Level job in a
Different Section, Received a Promotion but Continued to Perform Basically the Same Duties as Before,
Made a Lateral Move to a Different Section in addition to being asked whether they were promoted. In
addition, respondents were questioned about the effects of a promotion, such as whether it resulted in a
pay raise or increased work duties, or whether another promotion was likely at their current job.

c. Methods to facilitate promotion

There has been numerous pathway showing up to guide people towards the way they want. These
simply cannot be clarified directly from sources and personal experience. Apart from that, there are
ways that help people could be able to gain position or specialisation they wants.

 Methods to facilitate promotion from employees

From the individuals’ perspectives, experience is a challenge for all appointed managers. One manager
who elevated a secretary to the rank of administrative assistant cited "her experience of the company"
as a key factor in his decision. The majority of managers were concerned about personality, and a
significant percentage were concerned about educational qualifications. Promotions are facilitated by
firm-specific considerations such as performance assessment, on-the-job preparation, and professional
connections, as well as personal interviews (Bills, 1988).

All three indicators of educational achievement (years of schooling, school attended, and area of
specialization) were rankek considerably higher by managers who hired from the outside than by
managers who promoted from within. In a few occasions, the recruiting decision was taken earlier by the
nominating managers who assigned promotions. These individuals also stated that the candidate's
education had a greater impact on their hiring decision than on their eventual promotion decision. This is
not to say that education has no bearing on promotion. Years of schooling or field of expertise were
essential factors in the appointment for more than half of the managers who assigned promotions. For
example, a boss who elevated an employee to a supervisory role said that the employee's educational
experience gives him an understanding of how to conceptualize the environment he's working in (Bills,
1988).

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The conventional notion that learning and accumulating is embodied in the training department is
founded on the premise that training practitioners (and those who advise them) will anticipate the
organism's capacity and expertise needs and provide the necessary training in advance for the required
segments. Organizational performance in general and employees in particular will become highly reliant
on learning as a result of the dynamics of rapid change, increased global competition, and advancing
technology (Baldwin, Danielson and Wiggenhorn, 1997).
Lastly, Extraversion is also almost the only determinant of the likelihood of being promoted to a
management position in terms of career promotion, which indicates that individual personalities plays
an important role in facilitating promotion as different aspects of the Big 5 personality traits are
associated with academic and occupational success and the promotion effects of personality traits can
vary between and within countries (Lee and Ohtake, 2012).

 Methods to facilitate (develop) promotion from organisations

Organization performance has benefited greatly from training. It not only improves workers'
resourcefulness, but it also allows them to virtually learn their work and perform more competently. As a
result, not only will employee productivity rise, but so will organizational productivity. Various studies
show that preparation has a positive effect on employee efficiency. Training as a process is one of the
most widely used tools for increasing individual productivity and communicating organizational goals to
employees (Nda and Fard, 2013). Singh and Mohanty (2012) also supported that investing in training
employees on decision making, teamwork, problem-solving and interpersonal relations has beneficial
impact on the organizations’ level of growth, as well as impacting on employees’ performance.

Masri and Suliman (2019) demonstrates that Employees Recognition are used as part of the HRM model
and can have an impact on employees’ performance. Furthermore, they emphasize a close link between
Talent Management and Employee Recognition, as well as its effect on Employee Performance, solely
from the perspective of employees. As a result, it would be advantageous to inquire about these HR
policies from HR practitioners.

Employee motivation is considered as a force that drives the employees toward attaining specific
goals and objectives of the organization. Now days, it is one of the sizzling issue in organizations
since every wants to make best use of their financial and human resources. Motivation imposes
employee outcomes for instance performance and productivity. It is also said that motivated employees
are more oriented towards autonomy and are more self-driven in contrast to less motivated employees

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(Shahzadi et al., 2014b). Further, motivated employees are highly engaged and involved in their work
and jobs and are more willing to take responsibilities (Kuvaas & Dysvik, 2009). Motivated
employees are more oriented towards autonomy and freedom and are more self driven as
compared to less motivated employees which lead to availing developmental opportunities more
correctly.

From the organizational perspectives, Feedback can be used in the following ways to develop their
employees. It can be used solely for developmental purposes. The most common use is in the area of
training and development. The overall net effect of training and development should enhance
organizational performance. Moreover, the organization can use it as part of its succession planning
systems (Torno, 1993). Because the instrument evaluates what skills and abilities certain individuals are
perceived to have, these individuals can be matched to corresponding positions which demand such
skills and abilities. It can be used for executive development. Executives are less likely to participate in
group training programmes and they rarely get in-depth performance feedback or developmental
coaching from their bosses. Feedback can be used to provide such developmental feedback to
executives. Lastly, Feedback could be used to reinforce the organization’s desired core values and
business strategies, and to provide feedback on how well managers are perceived to adhere to such core
values. As the skills and behaviours which are measured must be in line with the core values and
business strategies of the organization, the individual will know what skills and behaviours are important
to the organization and can develop further those areas (Garavan, Morley and Flynn, 1997).

 Gaps in literature review

Talent management has been described in recent years as the key priority for strategic market
transformation. However, CEO needs to redefine their position as the owner of this talent game in
coping with some pressing questions regarding talent management techniques, instead of approaching it
as an afterthought or leaving it to HR. As the very first generation of talent for their firms, CEO will have
the highest understanding of the talent needs that complement the company philosophy and
organizational culture to recognize which talents at all levels will be the perfect choice for the enterprise.
Nonetheless, in the context of Vietnam, both of the term “Talent” and “Talent Management” are still
pretty fresh to most of Vietnamese enterprises, and this would be greatly explained why is this the case
and the evidences gathered are also going to be delivered.

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It is difficult for academic researchers to account for different work expectations in different cultural
contexts. To begin with, there has been no prior research on crosscultural student work expectations to
direct future research. Second, since there are few measures that are reliable and valid in a variety of
settings, previously established measures are mostly developed in a Western context and may not be
equally reliable and valid in the Asia-Pacific region (Varma and Budhwar, 2012). As a result,
psychometrically sound measurement instruments that evaluate work expectations across cultural
backgrounds are needed (Walk, Schinnenburg and Handy, 2013).

With regard to the Vietnamese context, the State Bank of Vietnam has approved human resource (HR)
planning programs in the banking sector for the 2011-2020 period (State Bank of Vietnam, 2012). A
number of public and private banks have made concerted efforts to build a competent HR (talent) (Tran
and Vu, 2015; N. Anh, 2018). TM is still an emerging problem in the country, despite such efforts. Most
commercial banks have strengthened their HR management processes to recruit and retain talent,
according to the State Bank of Vietnam (2012), but their HRM activities also require major restrictions. In
general, some recently established HRM studies have shown that HR development is related to key
stages of economic progress in the region (Zhu and Verstraeten, 2013; Nguyen et al., 2018). In
comparison, minimal studies based on TM in the sense of the region. These studies primarily explored
the ways in which Vietnamese talents are drawn and/or maintained (Froese et al., 2010; Kim et al., 2012)
without a specific emphasis on creativity and TM conceptualization. On the basis of this discrepancy, an
empirical analysis is required that postulates the conceptualization of talent and TM in the banking
sector in Vietnam and identifies similarities and differences between public (state-owned) and private
employers in that sector regarding how they conceptualize talent and TM.

Accordingly, more than 53% Vietnamese businesses out of 63 survey participating companies still don’t
have a right concept of a "talent management strategy" and are struggling to decide whether they
should build, buy or borrow “rising stars” in the companies (Tieu, 2017).

This is why when applying the data compiled in the survey, some of them may be very useful simply because this
topic has rarely been pointed out in Vietnam, so that after the research, this would be a precious source of
information for those in needs in terms of the Talent Management as well as Expectation of Employees when
Promotions Opportunities are in front of them. However, due to the scarcity regarding the literature review in
Vietnam context, it would be a tremendous challenge for researchers during the projecting period.

 Advantages and Disadvantages of Qualitative and Quantitative Research

 Advantages of using quanlitative data

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Using qualitative analysis techniques and methods has several advantages. To begin, qualitative research
generates a comprehensive (thick) explanation of participants' thoughts, beliefs, and experiences, as well
as interprets the meanings of their behaviors (Denzin, 1989). Qualitative techniques are used to gain
deeper insights into problems relevant to planning, conducting, and interpreting language assessments,
according to Chalhoub-Deville and Deville (2008).

Second, some contend that qualitative analysis (interpretivism) provides a systematic understanding of
the human experience in particular contexts. Qualitative research, according to Denzin and Lincoln
(2002), is an interdisciplinary area that covers a broader spectrum of epistemological perspectives,
research methods, and interpretive techniques for comprehending human experiences.

Thirdly, the interpretivism research methodology is known as an ideographic research, the study of
particular cases or events (Kelin & Myers, 1999), and it has the ability to comprehend various people's
voices, interpretations, and events. As a result, in this approach, the source of data is the meaning of
various events (Richardson, 2012).

Fourth, qualitative research allows researchers to learn about the participants' inner experiences and
how meanings are influenced by and within society (Corbin & Strauss, 2008). When assessors use words
like "satisfactory," "good," or "60 points out of 100" when grading written assignments, an examination
may be conducted to better understand the significance of those terms or to elicit the characteristics of
the material or text displayed in student scripts (Leung, 2012).

Fifth, data is collected using qualitative analysis techniques such as participant observation, unstructured
interviews, direct observation, and describing records (Cohen, Manion, & Morrison, 2011). During data
collection, researchers communicate directly with participants, as is the case when data is collected
through interviews. As a result, data collection is subjective and thorough.

Finally, qualitative research model (interactive approach) has a more versatile framework since it can be
built and reconstructed to a greater extent (Maxwell, 2012). Thus, qualitative research approaches can
be used to generate detailed and appropriate evaluations of a problem, and participants have enough
freedom to decide what is compatible with them (Flick, 2011). As a consequence, even the most
complicated problems can be easily comprehended.

 Disadvantages of using qualitative data

Aside from the benefits mentioned above, there are some clear drawbacks. First, according to Silverman
(2010), qualitative research methods often overlook contextual sensitivity in favor of focusing on
definitions and perceptions. For example, a phenomenological approach aims to discover, perceive, and
comprehend the participants' experiences (Wilson, 2014; Tuohy et al., 2013). Cumming (2001) did the
same thing, focusing on the participants' experiences rather than any other pressing problems in the
background.

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Second, the findings of a qualitative approach could be viewed with skepticism by policymakers. When it
comes to science, Sallee and Flood (2012) discovered that stakeholders often use quantitative research.
In the United States, national and state officials tried to measure teacher and student success (Ravitch,
2010), and quantitative orientations are often given more weight in many social sciences (Berg, 2009).
Furthermore, solely qualitative analysis could overlook the social and cultural contexts of the variables
under consideration (Richards & Richards, 1994).

Third, in terms of research methodology, a smaller sample size poses the question of generalizability to
the entire research population (Harry & Lipsky, 2014; Thompson, 2011). Lam (2015) acknowledged that
the study findings do not wish to assert broader generalization to other contexts due to the limited
sample size of the language testing evaluation in Hong Kong.

The interpretation and analysis of the data may then be more difficult/complex (Richards & Richards,
1994). “Qualitative study is a long, hard path, with elusive data on one hand and strict criteria for
analysis on the other,” Berg and Lune (2012, p. 4) added. Along with the issue of data interpretation and
analysis, Darlington and Scott (2003) believed that developing an undeveloped question into a
researchable form is more difficult, and that in qualitative test, the refining question can be continuous
during the study. However, the collected data were used again in the secondary data review to
investigate a new question that was not discussed in the primary study. The data collection and creation
of the research question using previously collected data appears to be a more difficult and continuous
method of performing qualitative research.

Finally, qualitative methods take a long time, and the findings can only be generalized to a broad
population in a restricted way (Flick, 2011). If a legislator needs to vote on an issue, for example, she or
he cannot wait three months for a qualitative study to be completed (Sallee & Flood, 2012).

 Advantages of quantitative apporaches and methods

Since it requires a larger sample that is randomly chosen, the quantitative results are likely to be
generalised to a whole population or a sub-population (Carr, 1994). Apart from sampling, data
processing takes less time because it employs statistical tools such as SPSS (Connolly, 2007). Then,
quantitative analysis is also created based on the positivist paradigm of measuring variables (Kauber,
1986).

The ease of cross-sectional evaluations and comparisons (across persons, organisations, or subunits) with
quantitative methods, the replicability of the evaluation in various units and by other researchers or
organizational development professionals, and a common articulated frame of reference for evaluating
the results are all advantages of quantitative methods (Cooke and Rousseau, 1988).

 Disadvantages of quantitative approaches and methods

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Given the advantages mentioned above, quantitative analysis has drawbacks as well. The positivist
research model ignores traditional interpretations of social phenomena (Denzin & Lincoln, 1998). It also
misses the mark when it comes to determining deeper underlying concepts and interpretations. Bouwer,
Béguin, Sanders, and van den Bergh (2015) used various forms of variance, including individual, genre,
person by genre, task within genre, person by task within genre, raters who scored tasks within different
genres, and random error, to examine the impact of genre on writing score.

Another drawback of quantitative analysis is that positivism is unable to account for how social reality is
created and preserved, or how people perceive their own and others' behaviour (Blaikie, 2007).

Another flaw of the quantitative analysis method is that it has a tendency to capture a phenomenon in a
snapshot: it tests variables at a single point in time, regardless of whether the photograph happened to
capture one looking their best or looking oddly disorganized (Schofield, 2007) Fidalgo, Alavi, and Amirian
(2014), for example, used a greater number of participants (400) in their research to demonstrate
statistical significance. As a result, it was not possible to dig deep into the data; rather, it provided an
overview of the variables.

Finally, since there is no clear interaction between researchers and participants while gathering data, the
quantitative study approach overlooks respondents' perceptions and perspectives in highly regulated
settings (Ary, Jacobs, Sorensen, & Walker, 2013). As a consequence, the process for collecting data
becomes objective. This demonstrates that the researchers were unable to evoke the participants'
opinions because they had no contact with them other than handing out the test-lets.

 Reasons why quantitative approaches is applied in this research

This research is written in order to figure out the expectation of talents when its comes to their
promotion opportunities. However, the gap in the Literature review focuses on the working environment
in Vietnam, which has rarely been evaluated and analysed in terms of Talent Management. The above
theme related to Talent Management has been discussed thoroughly from some of the pretigious
scholars all over the world. This means that the research running by the researchers currently focuses on
the empirical approaches, not theoretical approaches, and quantitative approaches seemed to be
extremely adaquate rather than the qualitative methods. And the number of participants throughout the
project is exactly 54 people, as a matter of fact, this is not going to cover the majority of …., and applying
quantitative data and SPSS application would help the researcher to find out how identical and
comparable the data gathered compared to the data has been ran by other scholars, and apart from
that, the author of this project can bring out some of the discussions, limitations and recommendations
for the following rersearchers who aims at this topic.

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Section Four: Activities and timescales

Activities to be carried out during the research project (e.g. research, development and analysis of ideas,
writing, data collection, numerical analysis, tutor meetings, production of final outcome, evaluation,
writing the report): How long this will take:
Milestone one: .........................................................................................
Target date (set by tutor): .........................................................................................
Milestone two: .........................................................................................
Target date (set by tutor): .........................................................................................

Section Five: Research approach and methodologies

In this research project, Surveys would be conducted as the main approaches to the precious data,
including the questionnaire process listed in the Surveys as well as the methodologies of Literature
Review. Information collected from respondents who are the focus of study. In this study, regression
analysis attempts to decide how much effect the independent variable consisting of compensation, job
promotion, and job satisfaction has on the dependent variable consisting of the results derived from
talents.

Comments and agreement from tutor

Comments (optional):

I confirm that the project is not work which has been or will be submitted for another qualification and is
appropriate.
Agreed: Nguyen Ngoc Long - February 3, 2021
Comments and agreement from project proposal checker (if applicable)
Comments (optional):

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I confirm that the project is appropriate.
Agreed: Nguyen Ngoc Long –GDH190072 (date): February 3, 2021

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Research Ethics Approval Form

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Reference list

Adamsen, B. (2014). Do We Really Know What the Term “Talent” in Talent Management Means? – And
What Could Be the Consequences of Not Knowing?. Philosophy of Management, 13(3), pp.3–20.

Anand, R.V. (2012). Chasing Stars: The Myth of Talent and the Portability of Performance. IIMB
Management Review, 24(2), pp.116–117.

Baldwin, T.T., Danielson, C. and Wiggenhorn, W. (1997). The evolution of learning strategies in
organizations: From employee development to business redefinition. Academy of Management
Perspectives, 11(4), pp.47–58.

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