Project Group 4 - Human Resource Management

HCMC UNIVERSITY OF TECHNOLOGY
VIETNAM NATIONAL UNIVERSITY

HUMAN RESOURCE MANAGEMENT REPORT
TRAINING AND DEVELOPMENT: ANALYSING TRAINING

NEEDS IN SPECIFIC CORPORATION
Class: CC01 --- Group 4 --- Semester 211
Lecturer: Dr. Le Thi Thanh Xuan
Members Students ID
Truong Cam Dung 1852902
Nguyen Kim Anh 1852235
Nguyen Thuy Linh 1850024
Nguyen Chan Hung 1852427
Ho Chi Minh City – 2021

Human Resource Management Report
TABLE OF CONTENTS
ACKNOWLEDGEMENTS ..........................................................................................1
ABSTRACT ...................................................................................................................2
Chapter 1: INTRODUCTION ......................................................................................3
Chapter 2: LITERATURE REVIEW ..........................................................................4
1. What is training? .................................................................................................4
2. Organizational strategy and training ................................................................5
2.1. Strategic training ...........................................................................................5
2.2. Organizational Competitiveness and Training .............................................5
3. A systematic training processes .........................................................................6
3.1. Training needs assessment (focus) ...............................................................6
3.2. Training design ............................................................................................10
3.3. Training delivery ..........................................................................................12
3.4. Training evaluation .....................................................................................14
Chapter 3: ANALYSING THE TRAINING PROGRAM IN THE SELECTED

CORPORATION .........................................................................................................16
1. Briefly introduce the selected corporation ......................................................16
1.1. Suntory PepsiCo Vietnam Beverage Company (SPVB) .............................16
1.2. Elsa Speak ....................................................................................................18
2. Information from two interview sessions ........................................................19
2.1. Briefly introduce 02 training programs from 2 different companies ........19
2.2. How company conducts training programs and analyses training needs .20
Chapter 4: Q&A DISCUSSION ..................................................................................27
Chapter 5: LESSON LEARNED (PERSONAL REFLECTION) ...........................28
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Chapter 6: CONCLUSION .........................................................................................30
REFERENCES ............................................................................................................31
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ACKNOWLEDGEMENTS
During the process of working on our project, the success and final outcome
required a lot of guidance and assistance from many people. First of all, we would like
to give a deep thanks to Dr. Le Thi Thanh Xuan – our Human Resource Management
Instructor for giving us a great opportunity to do this project as well as providing us
helpful instruction during the whole course. After a period of study and research along
with learning in textbooks and articles, especially with the enthusiastic help of Dr. Le
Thi Thanh Xuan, which helped our group to improve and complete the group assignment
in Human Resource Management subject. We would like to thank the lecturers of the
Human Resource Management class of HCMC University of Technology, who provided
the knowledge base of the subject and directly led us to complete this report.
In addition, we are also grateful for the support from Companies’ representatives,
they provided us with a lot of practical and useful information. Last but not least, our
project cannot be completed without the effort and cooperation of our group members
who gave many ideas to improve the project. Therefore, we would like to express our
gratitude to people for their support directly and indirectly to complete our project.
We come from Group 4 – Class CC04 – Human Resource Management course

with the main topic: Business plan for an e-commerce project.
The outlines include the following 6 chapter:
– Chapter 1: Introduction
– Chapter 2: Literature Review
– Chapter 3: Analyze the training program in the selected corporation
– Chapter 4: Q&A discussion
– Chapter 5: Lesson learn (personal reflection)
– Chapter 6: Conclusion
Once again, we would like to express our sincere thanks to Mrs. Xuan, for the
devoted support for our group in the past time.
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ABSTRACT
This report was commissioned to give a brief introduction of training, including

some basic concepts, the process of training in a company and how training is applied
in a specific corporation. The report was conducted using mainly the information from
two textbook of Human Resource Management and the information gathered from the
interview with 2 employees from multinational and start-up company.
It is stated that training, specifically training needs assessment, is among the most
important factors that influence the performance of the employees and the profitability
of an organization. The results of the interview also indicate that training programs vary
from company to company, but they all follow the steps and the key concepts of training
and that the way a company assesses the needs and the design for training can have a
great impact on how they deliver and evaluate a training program.
It is recommended managers should be able to foresee the necessity of training the

skills, knowledge, and abilities of their employees so that the organization can use this
core competency to gain a competitive advantage.
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Chapter 1: INTRODUCTION
Training is one of the components that contribute to a company's success. In today's
ever-changing industry, on-the-job training has never been more important. Better
training, better processes and jobs. Workforce training is also essential for keeping your
company competitive. Having a thorough and high-quality employee training
development program allows us to increase our workforce's existing abilities and add
knowledge where it is lacking. And in order to deliver the information we have gained
and to demonstrate the value of training in business, we have made a report that covers
the following contents:
1. State the definition of training, the reasons proving the importance of training,
briefly introduce a training process and assess training needs
2. Provide detailed information about the training program in a particular
organization.
The materials used for this report:
• Literature in the textbook:
➢ Gary Dessler (2017), Human Resource Management, (16th ed.), Prentice

Hall
➢ Robert L. Mathis, John H. Jackson (2011), Human Resource Management,
(13th ed.), South-Western Cengage Learning
• Information gathered from the interviews with HR managers of Suntory PepsiCo.

and Elsa Speak.
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Chapter 2: LITERATURE REVIEW

1. What is training?
Training is the process whereby people acquire capabilities to perform jobs.
Training provides employees with specific, identifiable knowledge and skills for use in
their present jobs. Organizational training may include teaching of “hard” skills, such as
teaching sales representatives how to use intranet resources, a branch manager how to
review an income statement, or a machinist apprentice how to set up a drill press. “Soft”
skills are critical in many instances and can be taught as well. These skills may include
communicating, mentoring, managing a meeting, and working as part of a team.
There are four types of training:
➢ Required and regular training: Complies with various mandated legal requirements
and is given to all employees.
➢ Job/technical training: Enables employees to perform their jobs well (e.g., product
knowledge, technical processes and procedures, customer relations).
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➢ Developmental and career training: Provides longer-term focus to enhance

individual and organizational capabilities for the future (e.g., business practices,
executive development, organizational change, leadership).
➢ Interpersonal and problem-solving training: Addresses both operational and
interpersonal problems and seeks to improve organizational working relationships
(e.g., interpersonal communication, managerial/supervisory skills, conflict
resolution).
2. Organizational strategy and training

2.1. Strategic training
– Training is used strategically to help the organization accomplish its goals.

– Strategic training can have numerous organizational benefits:
✓ It requires HR and training professionals to get intimately involved with the

business and to partner with operating managers to help solve their problems,
thus making significant contributions to organizational results.
✓ Additionally, a strategic training mind-set reduces the likelihood of thinking
that training alone can solve most employee or organizational problems.
2.2. Organizational Competitiveness and Training
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– The nature of technological innovation and change is such that if employees are
not trained all the time, they may fall behind and the company could become less
competitive.
– Aiding in the retention of employees. One reason why many individuals stay or
leave organizations is career training and development opportunities. Employers
that invest in training and developing their employees may enhance retention
efforts.
– Training should result in improved organizational performance. Performance
consulting is a process in which a trainer (either internal or external to the
organization) and an organization work together to decide how to improve
organizational and individual results.
3. A systematic training processes

3.1. Training needs assessment (focus)
Training needs assessment is the diagnostic phase of a training plan. It is necessary
to compare what is happening in the organization and what should be happening in order
to assess the training needs.
3.1.1. Analysis of training needs: based on 3 sources
3.1.1.1. Organizational analysis
Organizational analysis (grievances, accidents, observations, customer
complaints, exit interviews...). Training needs can be diagnosed by analyzing
organizational outcomes and looking at future organizational needs. A part of planning
for training is the identification of the KSAs that will be needed now and, in the future,
as both jobs and the organization change.
Both internal and external forces will influence training and must be considered
when doing organizational analysis. For instance, the problems posed by the technical
obsolescence of current employees and an insufficiently educated labor pool from which
to draw new workers should be confronted before those issues become critical.
Organizational analysis comes from various operational measures of
organizational performance: Departments or areas with high turnover, customer
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complaints, high grievance rates, high absenteeism, low performance, and other
deficiencies can be pinpointed. Following identification of such problems, training
objectives can be developed if training is a solution. During organizational analysis,
focus groups of managers can be used to evaluate changes and performance that might
require training.
Organization-Wide Sources:
• Grievances
• Accidents
• Waste/scrap
• Training observations
• Observations
• Customer complaints
• Exit interviews
• Equipment uses
• Attitude surveys
3.1.1.2. Job/task analysis
A training needs survey can take the form of questionnaires or interviews with
supervisors and employees individually or in groups. The growth of the Internet has
resulted in firms using Web-based surveys, requests, and other inputs from managers
and employees to identify training needs or jobs.
Job/Task Analysis The second way of analyzing training needs is to review the
jobs involved and the tasks performed in those jobs. By comparing the requirements of
jobs with the KSAs of employees, training needs can be identified. For example, at a
manufacturing firm, analysis identified the tasks performed by engineers who served as
technical instructors for other employees. By listing the tasks required of a technical
instructor, management established a program to teach specific instructional skills; thus,
the engineers were able to become more successful instructors.
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Another way to pinpoint training gaps in the job or the task being done is to survey
employees and have them anonymously evaluate the skill levels of their peers and
estimate the skill levels necessary to be successful. This not only identifies job needs
but also heightens employees’ awareness of their own learning needs. A training needs
survey can take the form of questionnaires or interviews with supervisors and employees
individually or in groups. The growth of the Internet has resulted in firms using Web-
based surveys, requests, and other inputs from managers and employees to identify
training needs or jobs. A good example of needs assessment for a particular job occurred
in the construction industry where there was a rash of accidents among Spanish speaking
construction workers. Construction companies recognized the need for training in
English as a second language for many people. Restaurants, hospitals, and hotels have
faced the same issue for certain (but not all) jobs.
Job/Task Sources:
• Employee
• KSAs
• Job specifications
• Benchmarks
• Effectiveness
• Efficiency data
• Employees surveys
3.1.1.3. Individual analysis
The most common approach for making individual analysis is to use performance
appraisal data. In some instances, a good HR information system can be used to identify
individuals who require training in specific areas in order to be eligible for promotion.
To assess training needs through the performance appraisal process, the organization
first determines an employee’s performance strengths and inadequacies in a formal
review. Then it can design some type of training to help the employee overcome the
weaknesses and enhance the strengths.
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Another way of assessing individual training needs is to use both managerial and
nonmanagerial input about what training is needed. Obtaining this kind of input can be
useful in building support for the training from those who will be trained, as they help
to identify training needs.
Tests can be a good means of individual-level analysis. For example, a police

officer might take a qualification test with her service pistol every 6 months to indicate
the officer’s skill level. If an officer cannot qualify, training certainly would be
necessary.
Individual Employee Sources:
• Skill Tests
• Records of critical incidents
• Assessment centers exercises
• Individual assessment tests
• Questionnaires
• Surveys
• Job knowledge tools
• Performance appraisals
3.1.2. Establishing training objectives and priorities
Once training requirements have been identified using needs analyses, training
objectives and priorities can be established by a “gap analysis,” which indicates the
distance between where an organization is with its employee capabilities and where it
needs to be. Training objectives and priorities are then determined to close the gap.
Three types of training objectives can be set:
✓ Attitude: Creating interest in and awareness of the importance of something

(e.g., sexual harassment training)
✓ Knowledge: Imparting cognitive information and details to trainees (e.g.,
understanding how a product works)
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✓ Skill: Developing behavioral changes in how jobs and various task requirements
are performed (e.g., improving speed on an installation)
The success of training should be measured in terms of the objectives that were set
for it. Useful objectives are measurable. For example, an objective for a new salesclerk
might be to “demonstrate the ability to explain the function of each product in the
department within two weeks.” These objective checks internalization, that is, whether
the person really learned the training content and is able to use the training. Because
training seldom is an unlimited budget item and because organizations have multiple
training needs, prioritization is necessary. Ideally, management looks at training needs
in relation to strategic organizational plans and as part of the organizational change
process. Then the training needs can be prioritized based on organizational objectives.
Conducting the training most needed to improve the performance of the organization
will produce visible results more quickly.
3.2. Training design
3.2.1. Learner characteristics
– Ability to learn
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– Motivation: a person’s desire to learning training content

– Self-efficacy: people's belief that they can successfully learn the training
program content
– Perceived utility/ value
– Learning styles (auditory, tactile, visual, adult learning): ways in which
adults learn differently than younger people
3.2.2. Instructional strategies
– Practice/Feedback: active practice (spaced practice or massed practice):

Performance of job-related tasks and duties by trainees during training.
Practice performance is several sessions spaced over a period of hours of
days. Practice performed at all once
– Overlearning: Repeated practice even after a learner has mastered the
performance
– Behavioral modeling: appropriate for skill training in which trainees must
use both-knowledge and practice like copying someone else's behavior.
– Error-based examples: involve sharing with learners what can go wrong
when they do not use the training properly
– Reinforcement and immediate confirmation: based on the idea that people
tend to repeat responses that give them some type of positive reward and to
avoid actions associated with negative consequences.
– Immediate confirmation: based on the idea that people learn best if
reinforcement and feedback are given as soon as possible after training
3.2.3. Transfer of training
– Strategic link
– Supervisor support: Support new trainees to use their new skills when they
return to the job
– Opportunities: to use the training programs
– Accountability: extent to which someone expects the learner to use the new
skills on the job and holds them responsible for doing so.
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3.3. Training delivery

The actual training delivery starts once training has been designed. There are two
ways to approach it:
3.3.1. Internal training
Internal training is popular because it saves the cost of outside trainers when sending
employees for training. Due to rapid changes in technology, the building and updating
of technical skills may become crucial internal training needs. These types of internal
delivery options will be discussed here:
3.3.1.1. Informal Training:
– Occurs through interactions and feedback among employees

– Occurs as a result of a learning need in the context of working
3.3.1.2. On-the-job Training
– The most common type of training in an organization

– Flexible and relevant to the tasks
– In contrast with informal training, OJT should be planned
– The one conducting the training must have the ability to both teach and show
the employees what to do
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Stages for On-the-Job Training:
3.3.1.3. Cross Training
– Occurs when trainees are trained to do several jobs - theirs and others.
– Attractive to the employer but not appreciated by employees – who feel like
doing more work for the same pay => give trainees bonuses for successfully
completing the training.
– In brief, an effective cross-training program has the potential to be good for both
employers and employees.
3.3.2. External training
External training, or training that takes place outside the employing organization,
is used extensively by organizations of all sizes. Large organizations use external
training if they lack the capability to train people internally or when many people need
to be trained quickly. External training may be the best option for training in smaller
firms due to limitations in the size of their training staffs and in the number of employees
who need various types of specialized training.
– Reasons of external training:
✓ Less expensive for employers

✓ Insufficient time to develop internal training materials
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✓ Lack of necessary expertise level for the training

✓ Advantages having employees interact with superior externally
– Types of external training:
✓ Outsourcing of Training
✓ Government-Supported Job Training
✓ Educational Assistance Programs
3.3.3. Combination training approaches
– Cooperative Training: approaches mix classroom training and on-the-job

experiences
✓ School-to-work transition: helps individuals move into jobs while still in school
✓ Apprentice training: provides employees with on-the-job experience under the
guidance of a skilled and certified worker. Apprenticeships usually last 2 to 5
years, depending on the occupation. During this time, the apprentice usually
receives lower wages than the certified individual.
✓ Internship: usually combines job training with classroom instruction from
studying
3.4. Training evaluation

Evaluation of training compares the post-training results to the pre-training
objectives of managers, trainers, and trainees. It is best to consider how training is to be
evaluated before it begins.
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Levels of Training Evaluation (Kirkpatrick model):
– Reaction: Organizations evaluate the reaction levels of trainees by conducting

interviews with or administering questionnaires to the trainees.
– Learning: Learning levels can be evaluated by measuring how well trainees have
learned facts, ideas, concepts, theories, and attitudes. Tests on the training material
are commonly used for evaluating learning. If test scores indicate learning
problems, then instructors get feedback and courses can be redesigned so that the
content can be delivered more effectively.
– Behavior: measuring the effect of training on job performance through observing
job performance.
– Results: Employers evaluate results by measuring the effect of training on the
achievement of organizational objectives. Some results are relatively specific,
therefore, they can be done by comparing records before and after training. The
difficulty with measuring results is pinpointing whether changes were actually the
result of training or of other major factors.
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Chapter 3: ANALYSING THE TRAINING PROGRAM IN THE SELECTED

CORPORATION
1. Briefly introduce the selected corporation
In the process of applying the theories into practice, we decided to invite two staff
from Suntory PepsiCo Vietnam Beverage Company and ELSA speak for the interview
to analyze with deep insight how the concept of training is put in reality. There is some
information about each company and staff of each one:
1.1. Suntory PepsiCo Vietnam Beverage Company (SPVB)
1.1.1. About company
Suntory PepsiCo Vietnam Beverage Company (SPVB) is 100% owned by foreign

capital, and is a strategic alliance between PepsiCo Inc. and Suntory Holdings Limited,
which was officially formed in April 2013.
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Their products can be found all over the country. Suntory PepsiCo Vietnam
Beverage is one of the top national beverage leaders with a huge product portfolio.
The company's mission and vision are to continue to strengthen and maintain the
leading position in the beverage industry while living with the company's values. In the
future, we will continue to pursue sustainable development objectives, bring benefits to
our employees and business partners, and contribute to the communities where we do
business and operations.
• Company: Suntory PepsiCo Vietnam beverage company (SPVB).

• Business category: beverage distributor
• Country: Viet Nam
• Established: April 2013.
1.1.2. About interviewee
The first interviewee we invited Ms. Nguyen Huynh Nhu, who works at Pepsico as a
Learning and Development specialist, to ask some questions about her company's
training process.
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1.2. Elsa Speak

1.2.1. About company
ELSA (English Language Speech Assistant) is a startup founded in 2015 by

Stanford alum Ms. Vu Van, and Dr. Xavier Anguera, a veteran in speech recognition
and AI. ELSA’s app, which is called ELSA Speak, listens to the way language learners
pronounce words, sentences or conversations to pinpoint exact errors and provide real-
time, accurate feedback on their pronunciation mistakes with specific suggestions on
how to improve.
ELSA Speak is available for iOS and Android and is used by more than 13 million
users in over 100 countries. The company has offices in Portugal, Vietnam, India,
Indonesia and Japan.
1.2.2. About interviewee
The second interviewee who we had a wonderful opportunity to have an interview

with was Ms. Diu Ha. She is an HR & Administration Specialist in Elsa.
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Our team would like to express our sincere thanks to the 2 interviewers who
contributed to answering questions and providing us with all the necessary information
we need.
2. Information from two interview sessions

2.1. Briefly introduce 02 training programs from 2 different companies
Suntory Pepsico:
• Title: 5 Choices for Extraordinary Productivity

• Respondent: Management trainee
• Content: It is a miniature version of 7 Habits. Having been assured of the training
quality of 7 Habits, the company applied the same theory to its employees.
• Flaws: However, the content is not suitable because the audience is Gen Z. The
context is not suitable, the transmission method of the trainers is a bit theoretical,
with little practice, so it does not inspire students to actively learn.
• Solution: Organize a follow up meeting after 2 months with the purpose of
sharing more about the reality of the lecture content. Trainers have added their
own stories to inspire students.
Elsa Speak:
• Title: Internal training related to running Ads of Digital Marketing (Channel

14,...)
• Respondent: An employee of the Sales department.
• Content: Equip knowledge of deal sales vs customers: set time for ads to run
during peak hours to reach as many customers as possible.
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2.2. How company conducts training programs and analyses training needs
Suntory PepsiCo. Elsa Speak

No. Interview Questions
(Multinational company) (Start-up Company)
1 What are the standards • Employees have needs, or wants. • When employees have needs, they
that your company sets to • Department head requested. develop programs
develop the employee • Observe what skills or experience they lack when • To evaluate, HR will sit and
training program? looking at annual reports and revenue. participate and film, take photos
• Evaluated by: Four levels of Krik Patrick; The level of the entire training session, then
of student feedback (through gameshow, quiz, etc.) give their own views.
2 According to the theory • Each program will be in charge of one HR staff and • Basic courses will be in charge of
we are learning, there are one leader. 1 HR staff.
4 processes of training. • For advanced courses, students
So, in each category, who will have to search for classes
will be responsible for the from outside and the company
assessment, or will the will rely on mutual trust and self-
whole be taken care of by discipline as a basis for
one person? assessment.
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3 When designing a • Functional courses will have to invite employees of • HR department contacted the
program, do you need any that department to participate, the rate is 70% of that heads of departments to know the
references from other dept. and 30% internal HR. basic knowledge, preliminary
departments? • In contrast, if not relevant the rate is 30% of that dept. difficulties to design the right
and 70% internal HR. course for employees.
4 Can you describe the Depend on 6Ds model Because it is a startup company, there
process of your Step 1: Define (Training needs analysis) is no specific department for training
department analyzes • Organizational Analysis: needs analysis.
training needs and the ➢ Conduct analysis: from available information:
way how you develop a employee performance from the company's annual Step 1: Receive training information
training program? assessment, individual development, background from the company
of Employees, how the revenue and how functional
operating in annual -> so that identify the problem Step 2: HR department contacts the
that they are facing. head of specific department to
➢ Training Portfolio: will be based on the core skill exchange necessary information:
but still be defined as the employee will have a gap nature, working style, desire to achieve
there after training
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➢ Surveys/interview: focus groups, leaders, line Step 3: Exchange the information you
managers… have just gathered with internal
➢ Observe: how they work to measure their ability to trainers or contact intermediaries
deliver the right expectations; what their skill level specializing in providing training
is and decide on the expectation to know the gap services.
that training can fill
• Job/Task Analysis: Step 4: HR department design a
➢ KSAs analysis: comparing the requirements of jobs process based on factors and opinions
with the KSAs of employees. from the parties.
➢ Competency framework/Functional Competency
framework: that will see how all employees in the Step 5: Notify the head of the
company have expected behavior department and email the process
➢ Market research: What skills are needed for those content to the staff.
jobs, those who are lacking should give priority to
training Step 6: HR department together with
➢ Employee Surveys: interviews with supervisors other department heads will participate
and employees individually or in groups. in the course and give general
• Organizational Analysis: comments.
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➢ Performance appraisal data: available sources data

of employee performance that the company always
evaluates every year, so there will be recorded data
about employee performance and will clearly state
where they are weak, talent review, individual
development, history of employee training.
➢ Individual assessment tests: Take a qualification
test every 6 months to indicate the employees’ skill
level. If employees cannot qualify, training
certainly would be necessary.
➢ Surveys, questionnaires: individual assessment.
Step 2: Design (ADDIE model)

• Analyze: Find out the needs of the students of that
class to adjust accordingly
• Design: Clearly divide the content must have/should
have/nice to have
• Develop: Review and suggest activities for each class:
games, case study...
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• Implement: Organize appropriate activities

• Evaluate: Evaluate the entire course
→ Here we see the analyze training needs again, but it's
just that they use this to analyze the training need for the
students in the course, so there will be 2 Analyze training
needs, 1 overall for 6Ds model and 1 detail in ADDIE
model.
Step 3, 4, 5: Delivery - Drive - Deploy

• Depending on the difficulty of the course, different
teaching methods will be deployed.
• Especially during the COVID season, the company
will ask students to take more tests to get an overview
• Schedule and send notifications via email and set a
discussion meeting
Step 6: Document Result

• Evaluate students based on the initial objective set for
the student and
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• Evaluate depend on the 4 levels of Kirkpatrick
5 How long does a training • Basic course, held annually: 3-4 weeks • 2 sessions per month and in 3
program last? • Advanced course for the purpose of solving business months sessions per month
problems: ~2 months
• Course for manager, leadership: ~6 months
6 What are the positive and Advantages: Advantages:

negative aspects of your (+) Variety of programs. Transitioning to online elearning (+) Always try to find many different
training program? ⇒ Students don’t need to access physics class but can aspects in the same lecture
study anytime, anywhere. (+) Diverse content with experienced
(+) Full knowledge of leadership framework and trainers
competencies framework (+) HRs strive to harmonize and spread
⇒ Learners will understand the direction the company is energy to the trainees
heading Disadvantages:
Disadvantages: (-) Organize a class with a large
(-) Haven't done enough 6 D's number
(-) Not enough resources and it is difficult to applying ⇒ many different opinions (ex: 10 of
theory to practice you, 7 of you are interested and very
willing to absorb, but the remaining 3
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of you are dissatisfied and neglect your

studies).
7 What are the evaluation Evaluated by: Four levels of Krik Patrick; The level of • To evaluate, HR will sit and
criteria for the student feedback (through gameshow, quiz, etc.) participate and film, take photos
company's training of the entire training session, then
program? Quantitative give their own views.
• Overall assessment of the course.
• Contents of the course. • For advanced courses, students
• The transmission of trainers. will have to search for classes
• Preparation. from outside and the company
• The level of application of the course in practice. will rely on mutual trust and self-
discipline as a basis for
Qualitative assessment.
• Describe this course in 1 sentence.

• What in this course did you find most helpful?
• Your comments about the course
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Chapter 4: Q&A DISCUSSION

No questions asked for our team in the presentation.
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Chapter 5: LESSON LEARNED (PERSONAL REFLECTION)

Cam Dung: “Thanks to the Human Resource Management course, I was able to
connect with the seniors to invite them to the interview of the group. After the interview,
I realized that Suntory Pepsico's process is almost what that we read in books and how
theory is applied in practice. Knowing that the theory in the field is never useless as
people say, gives me more motivation to focus on the lessons at school. And what we
received was more than theoretical lessons, in addition, Ms. Nhu from Suntory also took
time for us to advise as well as share some tips such as how to interview or how to make
good CVs. She also shared some of her experiences while she was at school or internship
and what are the factors that companies looking for their current employees. Thanks to
Human Resource Management, I just found that in the Human Resource there are many
other departments and positions that I can work. Through the course, I was provided
with both knowledge and experience from my predecessors. Therefore, I would like to
express my gratitude to Ms. Xuan, Ms. Như, and Ms. Diu for supporting us in the
process of researching and doing the group project”.
Kim Anh: “This report required a lot of tasks and thanks to that, I had the
opportunity to look up information, read through a lot of related documents as well as
have conversations with 2 HR managers from 2 different business models. That's why I
have a comprehensive view of the training processes that occur in real life, from which
I understand the theories learned from books and their application in practice have
differences. From the book, they show how many steps a training process has and point
out some benefits and difficulties that may be encountered when operating this process
for the company. However, after listening to the stories from 2 HR managers, I realized
that, in reality, besides the available theories, there are countless situations that force us
to be flexible. In addition, businesses need to always innovate courses to keep up with
trends, and if there are references to available courses, they should rely on the reactions
of their own students to adjust because every company has its own problems”.
Thuy Linh: “This assignment, I could understand clearly about the training process
and how to determine them correctly and had opportunities to ask two professional staff
to have an interview to know deeply how the concept of training was put in reality. To
be more specific, training and development programs can assist employees in building
28
on their strengths and addressing deficiencies identified in their performance reviews.

These reviews frequently recommend knowledge or skills that an employee should work
on to improve, and training and development efforts can assist the employee in meeting
that need. Some programs are excellent in theory, but when implemented within reality,
they have defects in the company's training system. As a result, theory and practice work
in tandem”.
Chan Hung: “Through this group project, I have gained more knowledge and
overview about the management and recruitment of human resources in large
companies. Besides, I was honored to meet and talk with the two HR directors of ELSA
Speak Vietnam and Suntory. After talking with them, I learned that besides the theories
learned in school, we need to have logical thinking to solve practical problems in the
working environment and that's what employers want. desired use in the candidate.
Besides, through the conversation I learned a lot of valuable experience as well as how
their recruit process and I think what I learned from that will be very useful for the work
I will do in the future”.
29
Chapter 6: CONCLUSION
Training is not a new concept for companies, however, it is necessary to emphasize
the importance of training and the steps involved in conducting a training program, as
these factors can have a significant impact on employee performance in the short term
and the bottom line of the entire organization in the long run. Through interviews with
human resources managers of Suntory PepsiCo and Elsa Speak, it can be seen that a gap
between theory and practice exists. In theory, some programs are great, but when put
into reality, they have flaws. It is critical that theory and practice work hand in hand. If
you have a theory but don't know how to apply it, it's just meaningless words, and if you
just focus on training without following a logical sequence, you definitely get lost.
Training is, without a doubt, one of the most critical elements in preparing personnel for
an ever-changing market.
As a result, managers must have a clear picture of the need to train people in skills
and knowledge so that the business may leverage this core capability to gain a
competitive advantage.
30
REFERENCES
[1] G. Dessler, Human Resource Management 16th edition, Prentice Hall , 2017.
[2] Robert L. Mathis, John H. Jackson, Human Resource Management 13th edition,
South-Western Cengage Learning, 2011.
31

Project Group 4 - Human Resource Management

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Project Group 4 - Human Resource Management

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HCMC UNIVERSITY OF TECHNOLOGY

VIETNAM NATIONAL UNIVERSITY

HUMAN RESOURCE MANAGEMENT REPORT

TRAINING AND DEVELOPMENT: ANALYSING TRAINING

Class: CC01 --- Group 4 --- Semester 211

Lecturer: Dr. Le Thi Thanh Xuan

Ho Chi Minh City – 2021

Chapter 1: INTRODUCTION ......................................................................................3

Chapter 2: LITERATURE REVIEW ..........................................................................4

1. What is training? .................................................................................................4

2. Organizational strategy and training ................................................................5

2.1. Strategic training ...........................................................................................5

2.2. Organizational Competitiveness and Training .............................................5

3. A systematic training processes .........................................................................6

3.1. Training needs assessment (focus) ...............................................................6

3.2. Training design ............................................................................................10

3.3. Training delivery ..........................................................................................12

3.4. Training evaluation .....................................................................................14

Chapter 3: ANALYSING THE TRAINING PROGRAM IN THE SELECTED

1. Briefly introduce the selected corporation ......................................................16

1.1. Suntory PepsiCo Vietnam Beverage Company (SPVB) .............................16

1.2. Elsa Speak ....................................................................................................18

2. Information from two interview sessions ........................................................19

2.1. Briefly introduce 02 training programs from 2 different companies ........19

Chapter 4: Q&A DISCUSSION ..................................................................................27

Chapter 5: LESSON LEARNED (PERSONAL REFLECTION) ...........................28

Chapter 6: CONCLUSION .........................................................................................30

We come from Group 4 – Class CC04 – Human Resource Management course

The outlines include the following 6 chapter:

This report was commissioned to give a brief introduction of training, including

It is recommended managers should be able to foresee the necessity of training the

The materials used for this report:

• Literature in the textbook:

➢ Gary Dessler (2017), Human Resource Management, (16th ed.), Prentice

• Information gathered from the interviews with HR managers of Suntory PepsiCo.

Chapter 2: LITERATURE REVIEW

There are four types of training:

➢ Developmental and career training: Provides longer-term focus to enhance

2. Organizational strategy and training

– Training is used strategically to help the organization accomplish its goals.

✓ It requires HR and training professionals to get intimately involved with the

2.2. Organizational Competitiveness and Training

3. A systematic training processes

3.1.1.2. Job/task analysis

3.1.1.3. Individual analysis

Tests can be a good means of individual-level analysis. For example, a police

Individual Employee Sources:

3.1.2. Establishing training objectives and priorities

✓ Attitude: Creating interest in and awareness of the importance of something

3.2. Training design

3.2.1. Learner characteristics

– Motivation: a person’s desire to learning training content

– Practice/Feedback: active practice (spaced practice or massed practice):

3.2.3. Transfer of training

3.3. Training delivery

3.3.1. Internal training

3.3.1.1. Informal Training:

– Occurs through interactions and feedback among employees

3.3.1.2. On-the-job Training

– The most common type of training in an organization

Stages for On-the-Job Training:

3.3.1.3. Cross Training