Vinamilk's staff training and development process

 Process content
This procedure applies to the identification of training needs in:
- Skills, Expertise
- Knowledge of Policy, Code of Conduct, Corporate Culture...
- Compulsory training courses according to regulations: fire prevention and fighting, food
hygiene and safety, labor safety...
- Responsive training courses: are courses to help employees be in charge of the work of the
current position.
Advanced training courses: are courses to supplement employees for job positions in the
employee's career development plan as well as in the Company's human resource plan.
The process includes the following steps:
1. Define training goals:
Currently, the training objective is only reflected at a general level, which is to improve
qualifications, knowledge or skills in a certain field without specificity that can be quantified. This is
because the company has not had a complete training needs assessment based on organizational
analysis, job analysis and employee analysis and on the basis of the company's long-term
development strategies. The set objectives are not scientific and realistic, so the design of the training
program content for each specific course is also determined relatively simply through the exchange of
the ministries in charge of training with the inviting teachers or training institution representatives. In
some cases, companies even rely entirely on schools and vocational schools, which contract teaching
to provide their services, allowing teachers of the schools to set the goals of the training program
themselves. created, without the necessary self-exchange and monitoring. In such cases, teachers will
naturally make available programs, and not closely follow the needs of the company. Many of the
training programs on the market have content and delivery methods that are not up to date.
2. Choosing the form and method of training
On-the-job training through specific jobs, experienced staff to assist in training new officers;
This is considered a suitable method and solves the immediate need for staff after recruitment. Even
the staff who have experience working in other enterprises or units, but due to the specificity of their
work at VINAMILK, they still need to be retrained according to the specific job requirements here.
- Organize or send officials to participate in official courses as planned;
- Encourage staff to attend postgraduate training courses such as master's, especially Master of
Business Administration (MBA) and doctorate.
For formal training courses, the company usually hires a school or a training center, which in turn
selects teachers to conduct the training.
For some courses, in order to achieve cost effectiveness, the company sends some staff members
to join the trainees in other units. Such courses have the advantage of creating favorable conditions for the
company's employees to interact and exchange diverse experiences with outside practitioners. However,
this method also has the limitation that it does not solve the specific problems posed to the company. 
Class size is also an important issue in training program implementation. Usually, the classes that
the company sends students to attend (by training organizations) have over 40-50 students, or even more.
With such a large number of students, teachers are not allowed to use active teaching methods such as
games, group discussions, case exercises, role plays... because the number of students is too large. The
student has no control over the class when using these methods. Thus, even if teachers know about active
teaching methods, circumstances do not allow them to apply them.
The teaching method required by the company for some courses is also unclear. This leads to the
situation that some training courses only use traditional methods, one-way communication makes the
effectiveness of these courses limited and the lack of training courses attract learners. In some courses,
teachers apply a one-way teaching method that is not interesting to students, does not stimulate the
learning process of students, and makes both teachers and students tired. This method is not suitable for
adult learners, nor is it interested in each person's individual learning style. The lack of communication
between teachers and students in the classroom also means that teachers have less feedback to check
students' learning in the classroom, and less necessary adjustments. The lack of attention to individual
learning styles causes many needs and effective learning methods for many students to be overlooked.
Students do not have many activities in class, do not have the conditions to give and return, and have little
opportunity to learn from people sitting in the same class.
3. Evaluate training effectiveness
After sending officials and employees to study, the company requires a report on the harvest, but
these reports are only formal. For some customized classes, the company also asked the training organizer
to collect comments from students.
Currently, the company only has information according to the first level of assessment through
students' feedback about their feelings about the course in general, about the content or the way teachers
teach in class. The formal assessment stops there, there are no higher levels of assessment such as
assessing the student's acquisition level, assessing the change in learner behavior and assessing the
student's work performance. after training to review the level of achievement of training and development
goals. Therefore, it can be said that assessing the learning level of learners is only a formality. When the
training evaluation is not organized formally and formerly, the drawing of lessons learned will also be
limited. In that way, it is difficult to draw full and comprehensive lessons for the next time. In addition, it
is necessary to consider training as an investment, and it is necessary to evaluate how effective the
investment is, in order to have a more profitable investment plan.