Lecture SV - 11KNM - 2024 (E)

SOFT SKILLS 2024
Lecturer: Hoàng Cửu Long

CRITICAL THINKING
⚫ It's hard to have “a truth" for everyone
⚫ It needs to be distinguished between "fact" and
"opinion"
⚫ Do not evaluate point of view or values, it is
only assessed basing on the real situation
⚫ Different perspectives will lead to different
understanding
⚫ In case there have differences in opinion, it
should come to compromise
⚫ Always respect point of view of the others 3
although we may not agree

“Debating” & “Sophisticating”
Debating Sophisticating
⚫ Argumentation, giving ⚫ It is a deliberate violation of
opinion based on the truth general accepted rules
and evidence ⚫ It is a wrong way in giving
⚫ To share point of view with reasons, ambiguous
logical and nature explanations, illogical and
arguments in the spirit of wrong categories
receiving opinions and ⚫ Sophisticating in order to
comments from other sides cover the wrong points and
⚫ It is a sharp weapon to to cheat people
protect legitimate views, 4
arguments and opinions

What is Critical thinking?
⚫Definition: Critical thinking is a process of
applying positive thinking in analyzing,
synthesizing, evaluating the facts, trends,
ideas, hypotheses from self-observation, self-
experience, real evidences, real information
and knowledge in order to formalize the
logical arguments
5
Practicing critical thinking
1. No bias, not accept the useless value of

opinions
2. Always consider the evidence. Do not agree
anything if there is no reason and not true
3. Try to look everything in the right way
4. Welcome the open-mind spirit
5. Ready to reject any hypothesis if it is not
fully proved
6. Adapting to new trends with careful
considerations
6
Wrong things in critical thinking
1. Lazy thinking, lazy brainstorming
2. Be selfish. Not aware of self-limitations
3. Limited vision, especially in short-term
benefits
4. Always keeping prejudice and jealousy
5. Not be honest with yourself and
cheating
6. Conservative and untrustworthy life
7
7. Thinking by the other’s heads

PROBLEM SOLVING SKILL

What is “problem”?
⚫Problem is a difficult thing
that needs a satisfactory
answer or a clear solution
⚫Problem is the difference

between existing and desired
status or condition
⚫In an organization, problem

is the opportunity for
everyone to develop
themselves 9
Types of problem in the working
environment
⚫The wrong problem
⚫The latent problem
⚫The improving problem
10
The wrong problem
⚫It need to be ADJUSTED

Machine or equipment corruption
Material has not received
We have sick people in our team
Difficulty in working environment or human resources
 Etc ...
11
The latent problem
⚫It need to be PREVENTED

The conflict among members
The suddenly increasing of demands that makes hard

to meet
The increasing of withdraw employees
 Etc ...
12
The improving problem
⚫It need more IMPROVED, EFFECTIVE

Leveraging services, products, equipment ...
Install a new system
Educate new skills for employees
Change working processes to meet new standards
 Etc ...
13
Effective problem solving, it is needed
⚫ Creating the environment, with

Joyful
Safe
Positive
Proactive
⚫ Positive behavior with
Yourself
Everyone 14
14
Problem solving process:
⚫ Step 1: Identify clearly the problem
⚫ Step 2: Focus on the targeted problem
⚫ Step 3: Analyze the problem
⚫ Step 4: Create more alternatives
⚫ Step 5: Make decision with the best choices
⚫ Step 6: Implement action plans 15

Step 1: Identify clearly the problem
+ Read carefully, investigate the root causes of problem to see its scope as well
as the severe of problem.
+ Discuss together, give evidences for illustrating personal opinions relating to
the problem
+ Everyone in the group/organization agrees working together with the problem
Step 2: Focus on the targeted problem

+ State the problem clearly and be accepted by everyone
+ Give evidences relating to the problem that the group wants to solve
+ Introduce the person responsible for presenting or representing the group
about the solving problem.
Step 3: Analyze the problem

+ Gather all information, resources that are relevant to the problem
+ Consider the problem with comprehensively 16
+ Focus on each detail to see the root causes of problem

Step 4: Create more alternatives

+ Encourage everyone in co-operating based on solving the root causes of
problem
+ Deliver the ideas, provide solutions that are feasible, realistic with the main
content of problem. Setting up priority for solutions.
+ Effective solutions are often based on available resources or in coordination.
Step 5: Make decision with the best choices
+ Gather opinions, ideas from individuals in the group
+ Select the most realistic, possible solutions for problem solving
+ Selected solutions need to have high agreement
Step 6: Implement action plans
+ Basing on selected and agreed solutions for establishing future plans
+ Planning with systematic tasks, goals, steps, time schedules, resources in
order to apply solutions into the right condition 17
+ Making the final decisions

6 common mistakes in problem solving
1. Misunderstand the problem
2. Not focus on the targeted problem
3. Only solve with the face problems
4. Not creating more options
5. Not evaluating appreciate all risks
6. The solution is not feasible
18
THE ANALIZING PROBLEM SKILL

Determine the root causes:
⚫ Why do you need to analyzing the root causes?

- To understand clearly the problem
- To find out the root of problem
- To discover the symptoms of problem
⚫ What are the benefits when analyzing the root

cause?
- To solve the problem definitively
- To learn the experience and avoid to
repeating mistakes
- To have lessons facing with similar situations 20
The Ishikawa diagram
Prof. Kaoru Ishikawa, 1953, Tokyo University
21
Ex. Product contamination
22
Using effective questions:
- Use the right questions with suitable
situations and contexts
- The frequently questions: 5W - 1H; YES - NO
questions.
- Ask until you find the root cause
- Combine questions together to create the
most effective
- If you have all questions and still have not
found the cause, it is best to stop and gather
further information about the design
elements 23
Fomular 5W – 1H
⚫Who
⚫What
⚫Where
⚫When
⚫Why
⚫How 24
ADAPTABILITY TO
WORKING ENVIRONMENT
FEEDBACK & COACHING

New graduates meet problems when
integrate into working environment
⚫ Lacking of practical knowledge

⚫ The acceptance about capacity from colleagues
⚫ Lacking of the imagination about working
responsibilities
⚫ Adapting to specific corporate culture
⚫ Lacking of effective working performances
⚫ Difficulties in adapting to business environment
⚫ The ability to connect between “specialization" 26
and "occupation"
The basic adaptation
⚫ Adaptation is the key concept in working
environment
⚫ Be willing to reject your previous working
conditions
⚫ Be aware of specific characters of each
organization
⚫ To be successful in working with individuals,
companies, governments, countries, you should:
1. Be humble
2. Be flexible adaptation in various incidents
3. Fair judgment
4. Curiosity and interest
5. Good knowledge of business, market, country
6. Accept the diversity
7. Have ability to control respects 27
8. Have ability to integrate into the environment

Skills in the 21st century
(according to the World Economic Forum)
28
The 7S model of McKinsey
Hard factors: the
corporate easy to
change and control
Soft factors: the

corporate has to
adapt and difficult to 29
control
8 main applied skills for working environment
1. Deep understanding your company

2. Control yourself
3. Effective communication
4. Successful collaboration
5. Effective problem solving
6. Good in planning and organizing
7. Be proactive
30
8. Leadership
1. Deep understanding your company
⚫ Understanding your work
⚫ Understand your company's vision, strategy, systems,
procedures and policies
⚫ Understanding culture: What should or not do
⚫ Relevant persons that need to build relationships
⚫ Required skills are needed to complete the job
31
2. Control yourself
⚫Understand your work requirements

⚫Understand your own ability to
complete the work
⚫Gather feedback about the work
performance and identify
opportunities for improvement
⚫Manage effective time and priorities 32
3. Effective communication
⚫Communicate with customers

and colleagues
⚫Good in documentary skills
(style, format, and precision)
⚫Listen carefully to all
information and instructions
⚫Willing to share information
33
with others (if possible)
4. Team working –
Successful collaboration
⚫Work with a team-working spirit

to foster the engagement and
collaboration
⚫Apply team-working skills to
specific situations
⚫Collaborate to all of ages,
genders, races, religions or
political differences and disable
34
people
5. Effective problem solving
⚫Listening and solving all concerns

relating to workplace issues (within
the scope)
⚫Solve work-related issues including
potential conflicts
⚫Select appropriate methods for
communications
⚫Delivering effective information
relating to work 35
6. Good in planning and organizing
⚫Have ability to collect, organize needed
information to serve work
⚫Planning and organizing your work schedule
following daily, weekly, and monthly
⚫Adapting to new situations and works that arise
out of the plan
36
7. Be proactive
⚫Find out potential improvement

opportunities in working condition
⚫Adapt to new situations within your
position
⚫Refer tasks that are outside your
working scope or from others’ role
⚫Recognize constructive feedback
37
from team members
8. Leadership
⚫ Leadership must be exposed when

needed, or when be required
⚫ Have ability to build collaborative
relationships supporting to future work
⚫ Have ability to influence your colleagues,
team by your prestige and personal
characteristics
⚫ Control your emotions, build the
38
relationship of sharing and empathy
The degree of pro-activeness in the work
⚫Waiting for the work

⚫Asking what kind of work is
needed
⚫Suggesting what need to do and
implementing it
⚫Conducting the work and inform
to the others to know what to do
⚫Self-organizing and reporting 39
What is “coaching”?
⚫ Encourage learning, increase
the work capacity and the ability
of change
⚫ Increase the cognitive ability
and accountability of the
employee
⚫ The manager will achieve better
results through better
employee’s learning
40
Who is needed for Coaching?
⚫New staff
⚫Staff for new position
⚫Talent employees
⚫Staff need to be improved
⚫Employees need to solve difficult problems
41
When does conduct coaching?
⚫Evaluating the personal capability
⚫Discussing about the employee capabilities
⚫Evaluating working monthly results
⚫Receiving feedback from colleagues and
customers
⚫Planning to develop staff for a new position
42
Techniques for guiding to someone:
1. Give specific and clear initial goals or descriptions
2. Effectively use in both language and non-verbal
language
3. Encourage raising questions
4. Encourage two-way information exchange
5. Request to repeat and check the level of
performance
6. Complete and summarize in each step
7. Compare the results with original goals
43
Information channel at the workplace
can be:
Top down: the information moves

- From upper level down subordinate, or
authorized persons
- Using for: instruction, ordering, notification,
feedback, decision making, job review...
44
can be:
The same level

- Same levels, positions,
colleagues, cooperated
departments, responsible to
each other
- Using for: sharing
information, resolution
coordinating, implementation,
support, getting benefits...
45
can be:
Lower level:
- Subordinates, staff, employees, lower roles,
weaker responsibilities
- Using for: reports, asking for feedback, receiving
guidelines, decision making, providing information...
46
can be:
⚫Un-official: urgent situations, the absence of
upper level, etc.
⚫Outside channels: partners, customers,
competitors, etc. Information should be
collected from various sources in order to
increase the flexibility
47
Feedback
• Share your awareness about behaviors,
capacities and job status
• Share the status of others basing on
observations and analysis
• Strengthen, support, guide how to
implementing the work to others
48
Belief
Belief is a complete acceptance about

something as the truth
49
The model
Belief Behavior Result
50
The GROW model
Goal
Reality
Will
Options
51
GROW
⚫G = Goal: What do we accomplish together?
 Purposes of the conversation
 Make sure that the purpose of conversation connect to the
long-term efficiencies
 Set up the time limitation for all
 Discuss all important things in order to respect each other
52
GROW
⚫R = Reality: What are happening to you and me in
this situation?
 Understand the current situation
 Consider how to collect and connect all information
 Wondering the real events and feelings
 Be careful when comment anything by yourself in both
verbal and non-verbal
 Provide feedback basing on the real observations,
information and what you really know
53
GROW
⚫O = Options: Which solutions can help you handle
the situation?
 Encourage exploring possible solutions
 Note all proposed solutions during the discussion
 Evaluate the costs and benefits from solutions
 Only provide official advice whenever others could not do
54
GROW
⚫W = Will: What next?
 Find out all aspects that the leader be interested in pursuing
 Determine the key problems to resolve
 Follow-up and support
 Make sure everyone has responsibility
55
Why ineffective in feedback?
⚫ Too little or too many instructions at the same time
⚫ Without illustration
⚫ Impatient
⚫ Not well prepared
⚫ Increase the tension
⚫ Not receiving response 56

Give and receive feedback
Give the feedback Receive feedback

1. Repeat the purpose 1. Listen carefully
2. Observe and give evidences 2. Ask when not clear
3. Real assessment 3. Take note all
4. Always praise - Clever criticism instructions
4. Recognize points that
5. Confirm complete tasks
need to be perfected
5. Have specific action
plans
57
COMMUNICATION AND
PRESENTATION SKILL

Information exchange process
Message
Express Understand
Sender Information channel Receiver
Context
Understand Feedback Express 59

Barriers in communication
⚫ Noise
⚫ Language
⚫ Environment
⚫ Feeling
⚫ Relationship, authority
⚫ Corporate culture 60
The ways of communication
⚫Language and verbal

Speaking - Writing - Behaving - Listening
⚫Non-verbal
61
Essential skills by language
communication
Basic skills
- Speaking
Sending information skill
- Writing
- Behaving
- Listening Receiving information skill
“nói là gieo, nghe là gặt”

(Vietnamese proverb)
62
Understanding your audience:
⚫Be welcomed
⚫Be important
⚫Be comfortable
⚫Be understood
63
Sending information skills: Speaking and
Writing
The 5C rule
- Clear
- Complete
- Concise
- Correct
- Courteous
64
Writing tip
Write what to do
Do what you write
65
Listening skill
Not in passive listening

- Not focusing to speaker
- Attitude and feelings are heartless
Active listening
- Focus on the speaker
- Encourage dialogue and interactive
66
- Positive feedback on the information
10 non-verbal communication
1. Shape
2. Costume
3. Face
4. Hand
5. Eye contact
6. Voice / volume
7. Distance
8. Moving
9. Smell
67
10. Touching
⚫ Always use polite words to others: Thank
you; Sorry; Please; You're welcome;
Excuse me; Allow me…
⚫ Use vocabulary in appropriate context
⚫ Use humorous words to release the
tension
⚫ Talk smart to keep face
⚫ Always “biết người, biết ta” 68
Meeting with your customers/partners
Choose a comfortable sitting

position (the back basing on
the wall, the face towards the
door)
Always stand/sit opposite to
customers (respect the
personal space from 0.5m -
0.7m)
Uses 55% body language,
38% voice, 7% words 69
Preparing to the presentation
⚫ Prepare materials :
- It need to be prepared a few days in
advance in checking all document as
well as tools
- The presentation must be appropriate
to the target audience
- Compose a logical outline and take
note key points of the presentation
- Organize with visual tools (slides,
projectors, video-clips, photos, board...)
- Some extra materials should be
70
prepared for distribution (if possible)
Preparing to the presentation (cont.)
⚫ Develop a presentation strategy
+ Content:
- For education, or information, or entertainment?
- How many parts need to be presented?
+ Target audience:
- How to use the professional language?
- Your audience: mass, professional, "boss",
colleagues ...?
71
⚫Use the appropriate structure
- Build the title for presentation
- Presenting following level: from
Overall/Highest to detail
- Make sure the continuously of
the content
- Control the presentation time
- Classification the content from
Simple, Medium and Complex 72
Always check the meeting room in advance
⚫ Check the meeting room at least two

hours before the presentation
⚫ Check the power source
⚫ Check projector, the screen,
connection devices, sound system,
microphone, computer ...
⚫ Check the presentation materials in
complete
⚫ Stationery: pen, flip chart, white 73
paper, mop...
The main structure of the presentation
⚫ Introduction:
- Make attraction and present relevance of the topic to audience
- Build relationships to all audience
- Present the main topic and introduce the overview of content
⚫ The body:
- Limit the presentation within 5 parts or points
- Adjust contents basing on the abilities and the needs of audience
- Set time basing on announced program
⚫ Conclusion:
- Summarize all key points
- Note to the limitations
- Give follow-up activities or future directions 74
Some tips for using slides
⚫ Use the sentence instead of paragraph

⚫ Insert pictures, charts, drawings
⚫ Adjust the font size according to room
⚫ Do not use abnormal fonts
⚫ Use light colors for comfortable
⚫ Use charts instead of statistic tables
⚫ Use the same format
⚫ Maximum 100 words in a slide, give the
slide number 75
Visual supports
After 3 hours After 3 days
⚫Listen 70% 10%
⚫View 72% 20%
⚫Listen & view 85% 65%
76
Before presenting
⚫Always confident and be natural
⚫Deep breathing
⚫Well team working
⚫Rehearsal repeatedly for the
presentation
⚫Pay attention to the impressive
opening
⚫Prepare well all evidences
⚫Present what you know in clear,
77
concise and quick
Answer questions
⚫Listening carefully to the whole

questions. You can ask until
understanding
⚫Be honest about matters that you
do not know. Do not lie!
⚫Avoid talking with only one person
⚫Always say “thank you” when
being asked
78
PERSONAL POSITIONING IN
WORKING PLACE

1.Help students understand:
Session objectives What is personal
positioning? Why should
you position yourself? How
important is self
positioning?
2.Students will learn and
analyze their strengths,
weaknesses, threats,
opportunities by themselves
3.Help students know the
effective way in planning
and setting future directions
4.Practice communication,
presentation and planning
skills
ASK model
81
Personal positioning
✓ Who am I? SWOT ✓ How to implement my

✓ What are my future analysis goals?
goals? ✓ Action plans
How to become a successful “staff”?
Complete effective all your tasks Good in office skills
Recognize clear job goals Good in communication and

behavior skills
Achieve the goal - Good in professional ethics

- Good in team-working
Know your breakthroughs to excel at

work
Setting your personal goals
⚫Set your own working goals
⚫Establish outcomes in achieving goals
⚫Set goals following SMART formula
Specific
Measurable
Achievement
Realistic
Time bound
84
SWOT analysis
85
The 80% for creating self-image
⚫80% of success is just

knowing how to appear at
the right time;
⚫80% of building and
maintaining relationships is
“always keep in touch”
86
Control yourself
1. It's important to know how to work with

2. It may not has “Work & Life balance”, only
has trade-offs
3. Long-life loyalty could be not good
4. Listen to your feeling, it has plenty of
information
5. No pain, no gain
6. Never ignore your dream
7. Always keeping your truth and integrity
87
8. To be lucky, you must be good!
Setting goals for yourself
1. Establishing for yourself, not someone else

2. Everything is possible
3. You have more potential than you know
4. Success associates with duty and responsibility
5. Success should be kept in long-term
6. Any goal (big or small) has to work
88
Formula of Successfulness
Successfulness = Confidence
+ Persistence + Daring
89
MULTITASKING SKILLS
(Biên soạn : Giảng viên bộ môn)

Contents
01 Learning objectives
02 What is Multitask?
03 The importance of Multitask
04 Cons of Multitask
05 5 Tips to improve Multitasking skills
06 Review questions and reference materials

01
LEARNING OBJECTIVES
LEARNING OBJECTIVES
Upon completing the course, learners will:

• Comprehensively understand of multitasking skills
• Dos and Don'ts in multitasking
• Apply multitasking knowledge in study, work and life.
02
WHAT IS MULTITASKING?
Multitask, or multitasking, refers to the capability to handle multiple activities

simultaneously within a given timeframe. For instance:
• Exercising while listening to music
• Managing multiple calls and emails simultaneously
• Handling several orders concurrently
• Engaging in conversation while driving
• Cooking while on a phone call
• Taking notes and writing articles while attending lectures
• Simultaneously teaching and writing on a board
(Multitasking is putting your focus on more than one task at once, whether at exactly the same time or
through repeatedly switching back and forth between tasks (Waller, 1997). Implied in this definition is
that the tasks you are doing are not getting finished one after the other; for example, if I finish
several tasks in short succession, I am not multitasking, even though I was working on multiple
things).
Source: Multitasking: Definition, Examples, & Research,By Charlie Huntington, M.A., Ph. D.
Candidate, Reviewed by Tchiki Davis, M.A., Ph.D.Cập nhật ngày 11/12/2023 từ
https://www.berkeleywellbeing.com/multitasking.html
Other difinitons:
1. Multitasking: Parallel versus Serial Processing (Meyer and Kieras, 1997):
- Meyer and Kieras describe parallel multitasking as the ability to handle multiple tasks simultaneously without
a noticeable performance drop.
2. Simultaneous control in multitasking (Salvucci and Taatgen, 2008):
- Their research delves in managing multiple tasks concurrently, shedding light on how cognitive control
operates during simultaneous task execution.
3. Interactivity (Ophir, Nass và Wagner, 2009):
- Ophir, Nass, and Wagner underscore the interactive aspect of multitasking, while also cautioning against the
decline in performance when handling multiple tasks concurrently.
OTHER STUDIES ON MULTITASKING
Understanding multitasking accurately is crucial, as many mistakenly believe it leads to

productivity. However, research conducted by neuroscientists and administrators
indicates :
- A study at the University of Sussex revealed signs of cognitive and emotional decline among individuals
multitasking (such as texting on Facebook while watching TV). This type of multitasking can impact brain
function, with multitaskers exhibiting lower brain density in the anterior cingulate cortex. This region is
responsible for regulating empathy, thoughts, and emotions.
- Đa nhiệm khiến bạn dễ căng thẳng, và mắc bệnh tâm lí. Nhà khoa học thần kinh Dan Levitan lý giải,
người làm việc đa nhiệm thường stress là do phải gia tăng thường xuyên lượng cortisol và adrenalin. Giáo
sư David Mayer ở Đại học Michigan cũng khám phá ra rằng việc chuyển qua chuyển lại giữa các công việc
cũng rất dễ gây căng thẳng.
Source: Loại bỏ đa nhiệm để năng suất và hạnh phúc hơn. Tháng 10/2019, từ Agile Breakfast.
https://agilebreakfast.vn/loai-bo-da-nhiem-de-nang-suat-va-hanh-phuc-hon/. Cập nhật ngày 5/12/2023
03
THE IMPORTANCE OF MULTITASK
WHAT IS THE IMPORTANCE OF MULTITASK?
• Saving time: Multitasking skill helps you save time by doing multiple tasks at the same time. For
example, you can communicate on the phone with customers while recording necessary
information. This means you can complete two tasks at the same time instead of spending twice
as much time doing two tasks one after another.
• Saving cost: Businesses must always manage their budgets appropriately. There are tasks that
one employee will need to undertake at the same time instead of assigning them to many people.
For businesses, an employee with the ability to multitask will be very valuable.
• Improved efficiency and productivity in the workplace: Multitasking is a factor that increases
your work efficiency. In a day you can do much more with the ability to multitask.
04
CONS OF MULTITASK
WHAT ARE THE DRAWBACKS OF MULTITASKING?
• Source of distraction: When you do many tasks at the same time, your brain will not be able
to focus 100% on all of them. This leads to the possibility of making mistakes during the work
process, which means you need to spend more time to fix and complete the job.
• Inefficient Energy Usage/ Provokes Tiredness : Multitask requires constant adjustment

between tasks, consuming more energy compared to concentrating on a single task.
• Ineffective management: What factors determine the effectiveness of multitask? Not

everyone possesses the skill to determine which tasks should take precedence, impacting the
overall efficiency of multitasking.
• Skill fading: Mixing and overlapping information, a common issue in multitasking, can result
in skill erosion.
05
5 TIPS TO IMPROVE MULTITASKING
SKILLS
5 TIPS TO IMPROVE MULTITASK SKILLS
1. Make a To-Do List:
Before diving into multiple tasks, it's vital to create a structured to-do list. While
some rush into tasks hastily, mastering the skill of organizing your work
significantly enhances task execution.
A detailed list serves as a safeguard against overlooking minor details within your
tasks.
2. Establish Priorities
Once you've listed your tasks, it's crucial to organize them by importance, placing the most critical
ones at the forefront and arranging others accordingly.
Determining these priorities involves a strategic approach:
• Urgent and Critical Tasks: These demand immediate attention and hold top priority. Examples
include addressing customer queries, meeting imminent project deadlines, or fulfilling directives
from superiors.
• Important but Non-Urgent: These tasks can be completed gradually but require careful
attention to detail. They often involve long-term planning, like collaborative strategies with
agencies or partner companies.
• Less Critical yet Urgent Tasks: These tasks, while not highly important, enable the completion
of more crucial assignments. For instance, booking a business trip flight. As a manager,
delegating such tasks might be viable.
However, delegating tasks should be done judiciously to avoid the perception of misusing
authority or unfairly shifting responsibilities.
3. Group similar tasks together

Multitasking often involves toggling between diverse tasks, which can be challenging. How
can you enhance multitasking proficiency?
• Consider filtering tasks by their resemblance and organizing a plan for each category. For
instance, if you're responsible for posting on various social media platforms, gather these
tasks and schedule them in a way that minimizes distractions from other responsibilities.
4. Avoid distractions
• Work environments often harbor distractions, and everyone has
unique concentration preferences. Some find music conducive to
focus, while others need complete silence for optimal thinking.
• In the context of remote or hybrid work, individuals working from
home must adeptly manage themselves and their time, especially
when multitasking.
Consider these tips to minimize distractions:
• Silence phone notifications and restrict usage during work hours.
• Designate a dedicated workspace, distinct from personal areas.
• Avoid wearing casual or loungewear while working remotely.
• Maintain a consistent work and break schedule, akin to office
routines, ect.
5. Practice
• Much like honing other soft skills, improving multitasking abilities involves practice. Research
indicates that consistent practice enhances our brain's processing speed and augments multitasking
capabilities.
• Adequate sleep and energy are essential for effective functioning, allowing both brain and body to
recuperate after strenuous work periods.
Two widely utilized techniques to enhance multitasking and work efficiency include:
• 52/17 Method: Allocate 52 minutes for focused work, followed by a 17-minute break.
• Pomodoro Method : Work intensely for 25 minutes, then take a 5-minute break, adhering to
focused work-rest cycles.
REVIEW QUESTIONS
• Question 1: What is multitasking?
• Question 2: What are the benefits of multitasking?
• Question 3: How to apply multitasking in school and work?
• Question 4: How to practice multitasking skills?
• Question 5: Are you able to multitask? Why?

REFERENCES
• The Myth of Multitasking: How “Doing It All” Gets Nothing Done (2nd Edition)
• Measure What Matters? – John Doerr
• Effective Multitasking: 7 Habits to Boost Your Effectiveness Paperback – July 15,
2013
• The Multitasking Mind - Dario D. Salvucci and Niels A. Taatgen
• SSC Multi Tasking Non-Technical Guide 2021
• The 4-Hour Workweek - By Timothy Ferriss
TECHNOLOGY SKILLS APPLYING
IN LEARNING AND WORKING

Contents
Learning objectives
01
The way the industrial revolutions affect our carriers
02
03 Know how the students be good at applying new technologies
04 Identify the types of technological applications in learning & working
05 Figure out the consequences if students are slow to update on

technological applications?
06 Discussion questions and references

01
Learning objectives?
Learning objectives
By the end of the subject, learners should be able to:
- Understand and have knowledge about the new technology and its applications.
- Apply the technological knowledge and new technological applications in learning and working.
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
Bloom’s revised taxonomy

LEARNING OBJECTIVES

- Understand and have knowledge about the new technology and its applications.
- Apply the technological knowledge and new technological applications in learning
and working.
- Have the overview of the industrial and technological development.
- Be able to have career orientation and choice relevant to the new tech applications.
- Know how to apply new technologies in learning, working and self-development
- Be willing to invest in technological knowledge and skills in order to meet the
recruitment needs of both domestic and foreign market.
02
THE WAY THE INDUSTRIAL REVOLUTIONS
AFFECT OUR CARRIERS?
The Five Revolutions
The 1st Industrial Revolution (1784-1840)
- The outstanding point is the mechanization: the transition of human economy from hand
production methods to machines (water power steam power, machine tools) resulting in the
greatly increasing output.
- The 1st Industrial Revolution achievements are addressed to the below fields:
o Textile became the dominant industry in term of employment, value of output and capital
invested. Fabric weaving machine was introduced to enhance the productivity up to 40
times.
o Iron making (pig iron and wrought iron), steelmaking.
o Transportation, railways with steam locomotive at 14 miles/h, steamship
The 2nd Industrial Revolution (1870-1914)
– Also known as the Technological Revolution.

– Its characteristics were associated to mass production and electrification with early factory
electrification and production line. And ended at the beginning of World War I (1914).
– Some of its achievements were the productions of cars, motorbikes, incandescent lamps, telephones,
steam turbines, steel production, chemistry, printing, production and packaging consumer goods
The 3rd Industrial Revolution (1969-2000)
(The Digital Revolution)
‒ Known as the Digital Revolution.
‒ It is the shift from mechanical and analogue electronic technologies (the industrial revolution) to the Digital
electronics.
‒ The most significant achievement of this era was the birth of digital computers and digital record-keeping,
that continues to the present day.
‒ Its central point is the mass production and widespread use of the digital productions: computers,
microprocessors, cell phones, internet…
The 4th Industrial Revolution
(Industry 4.0)
– The Revolution of digital technology.
– In this digital era, there are fundamental shifts from “traditional communication of global economy” to the more interconnected
and comprehensive approach to manufacturing through the internet of things.
– The joining of technologies (AI, IoTs, robotics) blur the lines between the physical and digital, that helps increasing the
cooperation and dissemination among functional departments, suppliers, customers and products.
– Introducing the smart factories, smart products and smart distributions, which facilitates the customer needs by the dynamics of
production system and services.
– Industry 4.0 has been defined as the technological development in cyber-physical system including: biotechnology, IoT, Nano
technology, robotics and 3D printing, AI, Blockchain, Cloud, Big Data…
– Digital technological applications helps connecting communities such as: Facebook, Youtube, Switter, Zalo, Viber…
CUỘC CÁCH MẠNG CÔNG NGHIỆP LẦN 5
(ROBOT AI LÀM VIỆC CÙNG CON NGƯỜI)
– Là sự kết nối kỹ thuật số và trí tuệ nhân tạo (AI)
– Trọng tâm của cuộc cách mạng là dựa trên cuộc cách mạng công nghiệp lần thứ 4 để tạo ra sự
kết nối giữa con người và máy làm việc cùng nhau.
– Robot và trí tuệ nhân tạo dần thay thế vị trí con người trong nhà máy, trong văn phòng làm việc,
giảm các rủi ro – an toàn lao động và chia sẻ công việc của con người.
The 5th Industrial Revolution
– The integration of digital technology and AI.

– To its central, The 5th Industrial Revolution bases on the Industrial 4.0 to generate the
integration of Human and Robot (called Collaborative Robot)
– Robot and AI are gradually replacing the roles of human labor in factories, offices that helps
minimizing the labor safety risks and sharing human workload.
03
How the students be good at applying
new technologies
Understand & be good at technological applications in particular environment!
1 • Major/study field choice

2 • Studying environment
3 • Working environment
4 • Living environment
04
What are the types of technological
applications in learning & working?
New technological applications in particular environment

Teamwork:
Requirements :
- Figure out at least 5 important technological applications in the above
mentioned environments.
- Describe in details each applications and its usefulness.
Duration : 30 mins.
05
What are consequences if students are slow to
update on technological applications?
Teamwork:
Requirements :
- Figure out at least 5 consequences if students are lack of
technological application updates.
Duration : 30mins.
06
Discussions & References

Discussions:
1: What are the meanings and achievements of the industrial revolution?

2: How do the industrial revolutions affect the students’ career choices?
3: What is the global citizen? What are the components of a global citizen?
4: What knowledge and skills relevant to technological applications does the University
equip you with?
5: How master the new technological applications do students have during their learns,
internships and work.
Assignment (individual/group): make a video clip positioning yourself (as a student or
staff), in which identifies what the new technological applications you have to be good
at?
References:
✓ Agrawal, A., Gans, J., & Goldfarb, A. (2018). AI trong cuộc cách mạng Công nghệ 4.0.
✓ Bosio, E., & Waghid, Y. (2022). Global citizenship education in the Global South: Educators’ perceptions and
practices (Vol. 21). Brill.
✓ Granados-Sánchez, J. (2023). Sustainable Global Citizenship: A Critical Realist Approach. Social Sciences, 12(3), 171.
✓ Kotler, P. (2017). Marketing trong cuộc cách mạng công nghệ 4.0.
✓ Kevin, K. (2018). Làm chủ công nghệ làm chủ tương lai.
✓ Kenvin, K., & Khánh, L. (2019). 12 xu hướng công nghệ trong thời đại 4.0.
✓ Mazur, S. (Ed.). (2022). Industrial revolution 4.0: economic foundations and practical implications. Taylor & Francis.
✓ Mayer-Schonberger, V., & Cukier, K. (2017). Dữ liệu lớn: Cuộc cách mạng sẽ làm thay đổi cách chúng ta sống, làm việc
và tư duy. Trẻ.
✓ Saifedean, A. (2019). Kinh tế trong cuộc cách mạng công nghệ 4.0.
✓ Tuấn, V. M. (2020). Về tính chu kỳ của thời gian, của thế hệ, và của vòng đời người. Vietnam Journal of Social Sciences
& Humanities, 6(4).
✓ Saeid Nahavandi, Industry, 5.0 – A Human-Centric, 2019.
✓ Anand Birje, A vision for Industry 5.0: Humans augmented with cobots and connectivity, 2020.
✓ M Ramesh, Cobots expected to play increasing role in post-Covid-19 automation, 2020.
✓ Phill Cartwright, What will Industry 5.0 mean for manufacturing?, 2018.
✓ Global Briefing Report Society 5.0 Feature, Society 5.0 – Updates on Japanese Business and Economy, 2019
✓ Cabinet Office, Government of Japan, Society 5.0, 2020.
EMOTIONAL INTELLIGENCE SKILLS
Editor: Soft-skills lecturers

Ideas
What do you expect to

learn about Emotional
Intelligence?
135
Content of emotional
intelligence skills
Objectives
01 Emotional Intelligence (EI) 04 The delay
02 Model of EI
05 Dealing with difficult people
03 Empathy References
OBJECTIVES OF EI SKILLS
•Analyze the role of emotional intelligence (EI) in work and life
•Apply the Emotional Intelligence Management Model
•Distinguish between different types of empathy
•Identify causes of delay and propose solutions.
•Develop strategies for dealing with difficult co-workers
•Understand yourself and future orientation, proactively learn
•Build a proactive, objective, and timely working attitude

137
1. Emotional intelligence (EI)
138
Credit: Kelly
Muic
1.1. Emotion management skills
• Emotion management skills are the ability to understand,
control, and master your own emotions.
• Emotion management skills require the ability to
recognize contexts, situations, as well as the emotions of
those around you. From there, we can regulate personal
emotions and influence the environment (Goleman,
2000).
• Emotion management skills can be trained (Mattingly &
Kraiger, 2019).
139
1.2. EI in work and life
• Companies look for candidates with high emotional intelligence

EI & • Employees with high emotional intelligence have higher work
work performance, know how to work, influence others, create a good
working atmosphere and increase collective value.
• The brain and emotional intelligence are deeply interrelated

(Goleman, 2011).
• Emotions are the basic foundation for a person to recognize
EI & life current events, people, and from there as a basis for decisions in
similar situations in the future.
140
2. Emotional intelligence management model
141
Source: Adapted from Goleman (2000)

3. Empathy
142
© Arloofs | Dreamstime.com
3.1. Empathize with emotions
● Attention: being other-centered is the foundation of empathy and
the ability to build social relationships.

● Emotional empathy is essential to direct and manage customers
and understand team dynamics effectively.

● Emotional empathy is a skill that can be developed (Daniel
Goleman, HBR, 2017).
143
3.2. Three types of empathy
Cognitive empathy
• The ability to understand another person's perspective
Empathize with emotions

• The ability to feel what others feel
Empathic care
• The ability to understand what others need from you
144
3.3. How to control excessive empathy
Divide the work into

smaller pieces
Reduce sacrifice
Give everyone a break

145
4. Causes of delay and solutions
Cause: You're afraid you'll mess up.

• Solution: Focus on prevention - Focus and take action
Cause: You don't feel like working.

• Solution: Start working at a certain time frame
Cause: The job is difficult, boring, or makes you uncomfortable

• Solution: use if-then rules
146
5. Dealing with difficult people
147
Credit: Robyn McLeod
5.1. The DNA of mastering dialogue
● Clear
Express the truth
● Neutral
Maintain a neutral tone
Pay attention to intonation, facial expressions, and body
language
● Moderate
Select and use moderate phrases
148
5.2. Strategies for dealing with difficult co-
workers (Woodward, HBR, 2017)
● Understand the cause

● Look back at your own behavior
● Legitimate self-defense
● Ask for help
● Demonstrate impact on work Credit: Kappan
● Be aware of limits 149

5.3. Working with stressed people
● Do not judge
● Understand the feeling of stress
● Encourage
● Offer to help
● Small dispersion of requirements
● Ask about the situation
Credit: Neelie Verlinden
● Keep a certain distance 150
REFERENCES
• Goleman, D. (2017). What is empathy?. Emotional Intelligence. Havard Business Review.
• Goleman, D. (1996). Emotional intelligence. Why it can matter more than IQ. Learning, 24(6), 49-50.
• Goleman D. (2000) Working with emotional intelligence. Berrett-Koehler Publishers, Inc, San
Francisco, CA, USA.
• Goleman, D. (2011). The brain and emotional intelligence: New insights (Vol. 94). Northampton, MA:
More than sound.
• Goleman, D., & Boyatzis, R. (2017). Emotional intelligence has 12 elements. Which do you need to
work on. Harvard Business Review, 84(2), 1-5.
• Woodward, M (2017). Emotional intelligence. Harvard Business Review
• Mattingly, V., & Kraiger, K. (2019). Can emotional intelligence be trained? A meta-analytical
investigation. Human Resource Management Review, 29(2), 140-155.
• Nikolaou, I., & Tsaousis, I. (2002). Emotional intelligence in the workplace: Exploring its effects on
occupational stress and organizational commitment. The international Journal of organizational
analysis, 10(4), 327-342.
• O'Neil, J. (1996). On Emotional Intelligence: A Conversation with Daniel Goleman. Educational
Leadership, 54(1), 6-11.
• Waytz, A. (2016). The limits of empathy. Harvard Business Review, 94(1), 68-73.
IDENTIFYING CORE COMPETENCIES

Ý kiến
How to identify and assess your

core competencies?
153
Learning points:
01 What to do at the UNIVERSITY? 04 Competencies
The New-age personal Character Qualities

02 competencies required 05
Foundational Literacies
03 References
Learning objectives:

▪ Determine personal goals as a students
▪ Figure out the key characteristics of core competencies and their
roles in the workplace
▪ Understanding the nature of core competencies
▪ Build up the suitable core competencies by yourself
Your goals as a STUDENTS
156
THE NEW-AGE PERSONAL COMPETENCIES
REQUIRED
Core competencies help adapting to the

high turbulence environment in the
workplace, business and living.
157
Foundational Literacies
1. Literacy: the ability to read and write
2. Numeracy: ability to understand and work with numbers
3. Scientific Literacy: Knowledge of science
4. ICT Literacy: Knowledge of digital technology and

communication tools
5. Financial Literacy: the possession of skills, knowledge, and behaviors that allow an
individual to make informed decisions regarding money
6. Cultural and Civic Literacy: Knowledge about the cultures and peoples
158
Competencies
7. Critical Thinking/ Problem-solving:
8. Creativity
9. Communication skill
10. Collaboration: skills of cooperation, association and team-working
159
Character Qualities
11. Curiosity: interested in learning
12. Initiative: the ability of proactive decision making and implementing
13. Persistence/ Grit: perseverance, courage and determination to perform

despite difficulties
14. Adaptability: ability to adapt to new situations
15. Leadership: Khả năng lãnh đạo
16. Social and Cultural Awareness: Awareness of cultural and social similarities and
differences
160
References
• Cialdini, R. (2016). Influence and persuasion: A revolution way to influence and persuade. Simon & Schuster. New York.
• Craddock, M. (2011). Power Genes: Understanding your power persona – and how to wield it at work. Harvard Business
Review.
• George, B. (2003). Authentic Leadership. Emotional Intelligence. Havard Business Review.
• Havard Business School Online. Introduction to Power and Influence for Positive Impact [Video]. HBR.
https://online.hbs.edu/courses/power-influence-positive-impact
• Havard Business Review. (2022, September 20). What Makes a Great Leader? [Video]. Youtube.
https://www.youtube.com/watch?v=ME5arjlSTGQ&t=3s
• Mogan, N. (2014). Power Cues: The Subtle Science of leading groups, persuading others, and maximizing your personal
impact. Havard Business Review Press.
• Yoon, S. & Mormont, M. (2023). The quality every leader should have to succeed in today's world, revealed. World Economic
Forum. https://www.weforum.org/agenda/2023/01/quality-every-leader-should-have-to-succeed-in-todays-world-revealed-
davos2023/
• Morgan, N., Cialdini, R. B., Hill, L. A., Duarte, N. (2018). Influence and Persuasion. Emotional intelligence series. Harvard
Business Review Press.
LEADERSHIP AND INFLUENCE PROCESSES

Contents
1 The Nature of
Leadership
2 The Search for

Leadership Traits?
3 Leadership
Behaviors
LEARNING OBJECTIVES
After studying this topic, you should be able to:
• Describe the nature of leadership and distinguish leadership from
management.
• Discuss and evaluate the trait approach to leadership.
• Discuss and evaluate models of leadership, focusing on behaviors.
• Identify and describe the major situational approaches to leadership.
• Identify and describe three related perspectives on leadership.
• Discuss political behavior in organizations and how it can be
managed.
01
THE NATURE OF LEADERSHIP
The Nature of Leadership
The Meaning of Leadership

Process: what leaders actually do.
• Use noncoercive influence to shape the group’s or
organization’s goals.
• Motivate others’ behavior toward goals.
• Help to define organizational culture.
Property: who leaders are.
The set of characteristics
attributed to individuals
perceived to be leaders.
The Meaning of Leadership

Leaders
• People who can influence the behaviors of others without
having to rely on force.
• People who are accepted as leaders by others.
Types of Power in Organizations
Source: Van Fleet, David D., and Tim Peterson, Contemporary Management, Third Edition.
Power and Leadership

Power is the ability to affect the behavior of others.
Legitimate power is granted through the organizational hierarchy.
Reward power is the power to give or withhold rewards.
Coercive power is the capability to force compliance by means of
psychological, emotional, or physical threat.
Referent power is the personal power that accrues to someone based
on identification, imitation, loyalty, or charisma.
Expert power is derived from the possession of information or
expertise.
02
THE SEARCH FOR LEADERSHIP TRAITS
The Search for Leadership Traits
Traits Approach to Leadership
Assumed that a basic set of personal traits that differentiated leaders
from non-leaders could be used to identify leaders and predict who
would become leaders.
The trait approach was unsuccessful in establishing empirical
relationships between traits and persons regarded as leaders.
• Is there set of characteristics that determine good leader?
• Personality?
• Dominance and personal presence?
• Charisma?
• Self confidence?
• Achievement?
• Ability to formulate a clear vision?
• Are such characteristics inherently gender biased?
• Does this imply that leaders are born not bred?
• Is leadership more than just bringing about change?
• Traits of leaders - what characterises leaders
• Drive to achieve
• Motivation to lead
• Honesty and integrity
• Self confidence, including ability to withstand setbacks, standing firm

and emotionally resilient.
• Cognitive ability
Kilpatrick & Locke (1991)
• Knowledge of the business.

03
LEADERSHIP BEHAVIORS
Leadership Behaviors
Michigan Studies (Rensis Likert)
Identified two forms of leader behavior
Job-centered behavior—managers who pay close attention to
subordinates’ work, explain work procedures, and are keenly
interested in performance.
Employee-centered behavior—managers who focus on the
development of cohesive work groups and employee satisfaction.
The two forms of leader
behaviors were considered
to be at opposite ends of
the same continuum.
Ohio State Studies
Did not interpret leader behavior as being one-dimensional as did the
Michigan State studies.
Identified two basic leadership styles that can be exhibited
simultaneously:
Initiating-structure behavior—the leader clearly defines the
leader-subordinate role expectations, formalizes communications,
and sets the working agenda.
Consideration behavior—the leader shows concern for
subordinates and attempts to establish a friendly and supportive
climate.
Ohio State Studies (cont’d)
Initial assumption was that the most effective leaders who exhibit high
levels of both behaviors. Subsequent research indicated that:
Employees of supervisors ranked high on initiating structure were
high performers, yet they expressed low levels of satisfaction and
higher absenteeism.
Employees of supervisors ranked high on consideration had low-
performance ratings, yet they had high levels of satisfaction and less
absenteeism.
Other situational variables make consistent leader behavior
predictions difficult. There is no universal or “one best way” model
of leadership.
Level 5 Leadership
Everything start with a
qualified, Level 5
Level 5 Executive
leader; one who’s
ambition is first and
Level 4 Effective Leader foremost for the
institution, not himself
Level 3 Competent Manager or herself
Level 2 Contributing Team

Member
Level 1 Highly Capable (John Maxwell, 2008)

Individual
Level 5 Leadership
Level 5: Builds enduring greatness through a paradoxical combination of personal

humility plus professional will
Level 4: Catalyzes commitment to and vigorous pursuit of a clear and compelling
vision, stimulates the group to high performance standards
Level 3: Organizes people and resources toward the effective and efficient pursuit
and predetermined objectives
Level 2: Contributes to the achievement of group objectives, work effectively with
others in a group setting
Level 1: Makes productive contributions through talent, knowledge, skills, and
good work habits
ANALYTICAL THINKING
& INNOVATIVE THINKING SKILLS
Bộ môn Phát triển Năng lực nghề nghiệp UEH

Contents
01 Module objectives
02 Analytical thinking
03 Innovative thinking
04 Revision questions, reference materials

01
MODULE OBJECTIVES
MODULE OBJECTIVES
After completing the module, learners will be equipped with:
- Understand and possess knowledge of analytical thinking and innovative thinking.
- Apply knowledge of analytical thinking and innovative thinking in learning, work, and life..
ANALYTICAL THINKING
02 1. Concept of thinking
2. What is analytical thinking?
3. Analytical thinking process
4. Considerations in Analytical Thinking
5. 7 ways to improve analytical thinking skills
WHAT IS THINKING?
WHAT IS THINKING?
Thinking is a term that denotes the activities of the mind, enabling humans to have
accurate perceptions of the surrounding world and aiding in appropriate behavior.
Thinking also serves as a measure, reflecting the level of human perception; it
mirrors inherent attributes, internal relationships, and the lawful nature of objects,
events, and phenomena in objective reality
THE COMPONENTS OF THINKING
Questions Hypothesis
Purpose Implication
Concept Perspective
Information Conclusion
ANALYZE THIS ARTICLE THROUGH
THE 8 COMPONENTS OF THINKING
GROUP DISCUSSION ON THIS SITUATION
Is customer being deceived?
Insurance or peril?
Personal perspective on insurance?

WHAT IS ANALYTICAL THINKING?
WHAT IS ANALYTICAL THINKING?
It is the ability to think about a subject, object, or phenomenon to identify
the constituent elements of the object; the connections, relationships to
determine the characteristics, qualities, and distinctive roles of the object
in relation to other objects. Analytical thinking tends to delve deeply, and
the depth is reflected through the factors, features, characteristics, and
traits that analytical thinking discovers.
ANALYTICAL THINKING PROCESS
Information gathering
This is the first step in the process of analytical thinking to identify and solve problems.
You need to collect information related to the subject, phenomenon, or problem to be
analyzed. Avoid gathering unrelated information to prevent confusion and information
overload.
How to determine the credibility of information?

HOW TO RECOGNIZE WHAT INFORMATION IS CORRECT?
Recognizing the occurrence of a problem

When it comes to analytical thinking, it is crucial to possess the skill of identifying
problems based on trends and connections with the issue. Recognizing the problem allows
you to know where to address the issue.
Organizing the acquired information

After gathering information, we must coordinate and arrange all the data in a logical
manner. Based on the organized information, you will gain a profound understanding to
generate suitable ideas. This serves as the foundation, the method for problem-solving.
Case Study
Analyze the proposed solutions in the following scenario:
CONSIDERATIONS IN ANALYTICAL THINKING
CONSIDERATIONS IN ANALYTICAL THINKING
Some reasons for ineffective analytical thinking:

• Analytical thinking requires data, but collecting data alone is often insufficient, as it
tends to focus on the past and present.
• Analytical thinking helps generalize problems, but not every problem is like another;
no two problems are exactly alike.
Different problems require different methods, necessitating constant adaptation.
• Creativity is essential in analytical thinking to solve problems, not just applying it
from the stage of defining the nature of the problem.
• Analytical thinking often stems from personal perspectives, overlooking other relevant
factors.
7 WAYS TO IMPROVE
ANALYTICAL THINKING
SKILLS
7 ways to improve analytical thinking skills
1. Observation and continuous learning

Observe people and objects around you using your senses to perceive the issues
at hand; continuously acquire new knowledge.
2. Read many books
To enhance your own thinking abilities, you must keep your mind active and
reading books is one of the best methods.
3. Understand how objects and phenomena operate
In addition to focusing on finding solutions, you should also understand how the
objects and phenomena around operation.
7 ways to improve analytical thinking skills
4. Pose questions about phenomena

Curiosity stimulates our minds to function and develop further, encouraging a
proactive approach to learning and understanding.
5. Engage in brain-related games
Certain games can stimulate and develop our brains, especially analytical
thinking skills, such as chess, and checkers.
6. Practice problem-solving skills regularly
Learning and understanding are theoretical; you need to apply them in practice
to retain knowledge for a longer duration.
7. Progress from thoughts to personal decisions
To solve problems, you must make decisions for yourself. From your thoughts,
you should formulate decisions that are relevant to the situation.
03 INNOVATIVE THINKING INNOVATIVE
THINKING
1. What is innovation?
2. What is creative thinking?
3. Characteristics of creativity
4. How to practice creative thinking skills
5. Tips for developing creative thinking with the "Six Thinking Hats" method
WHAT IS INNOVATION?
WHAT IS INNOVATION?
- "Innovation" is a term derived from the Latin word "nova" meaning "new”. Innovation is often
understood as the initiation of a solution different from those already implemented.
- "Creativity" involves generating novel ideas or unique approaches to problem-solving or seizing

opportunities. Creativity is a prerequisite for innovations, leading to the introduction of something
new.
- Individual creativity is the ability to develop and express innovative ideas to solve problems. Three
identified factors serve as the foundation for individual creativity:
➢ (1) Mastery: Understanding the knowledge, processes, skills, and technical expertise relevant
to an individual's professional domain.
➢ (2) Creative thinking skills: The flexible approach and imagination of an individual in
addressing problems.
➢ (3) Personal motivation: The driving force behind creativity. Intrinsic motivation, such as
inner passion or enthusiasm, plays a crucial role in fostering creativity.
WHAT IS INNOVATION?
Although creativity is often an individual activity, many ideas or innovations are the
result of a creative team. Working in a group can achieve higher levels of creativity
compared to working independently. A creative team typically possesses characteristics
such as (1) skill and thinking diversity, (2) freedom, (3) flexibility, and (4) both
divergent and convergent thinking.
Creativity is the fundamental premise of organizational innovations. Creativity
generates initial ideas and helps refine them during the development process.
Innovation and creativity, as defined by the OECD, involve "implementing a new
product or a significant improvement (for a specific type of goods or services), a new
process, a new marketing method, or a new organizational method in business
practices, workplace organization, or external relations."
"Have you encountered issues with the UEH parking lot?
In your opinion, what could be improved?"
WHAT IS CREATIVE THINKING?
There are various definitions of Creative Thinking:
- Creative thinking is a process of generating ideas or hypotheses, testing these ideas to produce
results... These results are somewhat novel, something that humans have never seen or been
conscious of before (Torrance).
- Creative thinking is the ability to find new meanings, discover new relationships, and is a function
of knowledge, imagination, and evaluation... (J. Danton).
- Creative thinking is the skill of examining imaginative problem scenarios and deriving feasible
solutions and ideas that may not have been considered before.
- Creative thinking is a problem-solving approach based on the dynamic process of the brain to find
feasible alternatives and then deduce the optimal solution based on the proposed options.
- Creative thinking is a capacity for thinking innovatively, efficiently solving problems quickly,
succinctly, uniquely. It involves advanced, fresh ideas, the deepening of knowledge to create a new
direction, new measures...
→ In summary, creative thinking is the process by which humans create new material and spiritual
values. The criteria for creativity here are "novelty" and "value" (more useful, progressive than the
old).
BLOOM'S TAXONOMY OF COGNITIVE SKILL
"Bloom's Taxonomy of Cognitive Skills" established by Benjamin S. Bloom in 1956 and later
revised, known as Bloom's Revised Taxonomy, is considered a foundational tool for developing
objectives and categorizing levels of thinking. Bloom's Taxonomy of Cognitive Skills includes:
1. Remembering
2. Understanding
3. Applying
4. Analyzing
5. Evaluating
6. Creating
CHARACTERISTICS OF CREATIVITY
✓ Imaginative
✓ Purposeful
✓ Uniqueness
✓ Valuable
Imaginative
Creative thinking is rich in imagination, as it unleashes ideas that may seem non-existent.
Therefore, to achieve excellent creative thinking, one needs an unlimited imagination to paint a
unique and fresh picture that captivates many people.
Purposeful
Creative thinking only holds value when it has a clear purpose, a definite objective. If
it remains as fanciful dreams, detached from reality and unable to transform into
specific actions, it cannot be considered correct creative thinking.
In each field, in every situation, there will be a different purpose. It could be finding
ways to conserve water during plant irrigation, such as using a smart watering system
to quantify the necessary amount of water for each type of plant. Minimizing
household waste by developing an automated recycling system to handle different
types of waste is another example.
Uniqueness
The uniqueness in creative thinking is an indispensable characteristic. Individuals with
creative thinking often possess the ability to think outside the box, generate new and
breakthrough ideas, and find distinct solutions to common problems. Uniqueness in creative
thinking not only involves creating entirely new things but also relates to combining,
customizing, and improving upon existing ideas.
Valuable
Creativity must generate value, serving a desire or solving a specific problem. However,
creative thinking that serves purposes without value, or even harmful purposes, can have
negative impacts. It can be said that value is an important characteristic, but this is a realm
not yet entirely clear; what may be valuable to one person could be harmful to another.
Therefore, it is essential to accurately determine the criteria for evaluating the value of
creativity.
HOW TO PRACTICE CREATIVE THINKING SKILLS
✓ Brainstorming
✓ Multidimensional thinking
✓ Utilize mind maps
✓ Challenge what is currently working
✓ Blogging, journaling
Many people believe that creative thinking comes about randomly. However, in reality,
there are various ways to develop creative thinking skills, even if we think we don't have
innate creativity. Although creative thinking is not difficult, it requires regular practice.
The following methods can effectively help hone creative thinking skills.
Brainstorming
Brainstorming can also effectively train creative thinking skills. For beginners,
brainstorming does not require an overly rigid structure to be implemented. This technique
can be very helpful in situations demanding a creative solution. The main goal is to work
with a group of people and generate ideas without interference. The common idea behind
brainstorming is that with numerous potential creative solutions, we can easily obtain the
highest-quality solution.
Multidimensional thinking:
Sometimes, the answer to a problem is not in front of us but beside us. Multidimensional thinking is
an excellent way to cultivate one's creative thinking skills, involving looking into less obvious areas
and less clear-cut arguments. If putting oneself in different perspectives or flipping the problem to
view it from another angle, this method can be highly effective. The most crucial aspect of this
process is to venture into places where one usually wouldn't choose to go.
Utilize mind map:
A mind map is a chart where we input ideas and connect them. It can offer multiple feasible
solutions for a problem while allowing a broader perspective on what one is trying to achieve. The
process of mind mapping helps link ideas that one might have never thought could be combined.
Therefore, it can assist in finding suitable solutions while using creative thinking.
Mind maps also help organize ideas and draw natural conclusions. Additionally, since a mind map
is essentially an information graphic, even those not directly involved in the process can easily
understand it.
Challenge what is currently working:

Think about how we can expand or improve the current process. What would one do if there were more
resources? What if there were fewer resources? How would this project unfold at a different time? What
about a different target audience? Imagining these different potential scenarios forces us to address and
adapt for various situations, effectively enhancing creative thinking skills.
Blogging, Journaling:
Blogging and journaling encourage creative thinking skills. While writing, we focus on our emotions or
seek new ideas, simultaneously learning how to analyze and organize thoughts in a clear and logical
manner. Keeping a journal or blog also helps document our thoughts, allowing us to recall our
experiences and emotions.
Writing a blog or journal also helps develop writing skills and effectively convey ideas. Strong writing
skills are also an essential factor in developing creative thinking abilities.
Which solution for the Canteen at the Campus B - UEH?

TIPS FOR DEVELOPING CREATIVE THINKING
WITH THE "SIX THINKING HATS" METHOD
✓ White Hat (Objective Data)
✓ Red Hat (Intuition)
✓ Black Hat (Negative, Dark Point)
✓ Yellow Hat (Positive)
✓ Green Hat (Creative)
✓ Blue Hat (Process, Summary)

White Hat (Objective - Objective Data)

The white hat represents objective thinking. In this aspect, arguments are presented in a specific
manner, focusing on data, events, needs, and objective factors of the issue,...
Red Hat (Intuitive - Intuition)
The red hat represents intuition, feelings, emotions. Those wearing the red hat will express opinions
based on emotions without necessarily relying on logic or rigorous arguments to solve the current
problem.
Black Hat (Negative, Dark Point)
The black hat represents deep, careful thinking, recognizing negative points that need to be
addressed. In this aspect, those wearing the black hat often provide deeper insights to examine the
issue, points inconsistent with the reality, shortcomings, incidents, or risks that may occur.
Consequently, they prepare alternative plans to prevent or make adjustments when issues arise.
Yellow Hat (Positive)

The yellow hat represents positive aspects and advantages in problem-solving. In this aspect, those
wearing the yellow hat will provide optimistic opinions and thoughts by highlighting the benefits
when applying a solution to address the problem as well as the feasibility of the project. This
method provides motivation to continue offering unique solutions for various life problems,
boosting self-motivation and team morale.
Green Hat (Creative)
The green hat represents creative thinking, looking at the problem from various perspectives. The
green color signifies sustainable, vigorous vitality, and those wearing this hat always come up with
interesting proposals, stimulating ideas, and bringing about significant changes. These individuals
easily find creative solutions to most problems in life.
Blue Hat (Process, Summarizing)
The blue hat represents an overall perspective, organizational thinking, following the correct
process, helping to systematize the entire problem in the clearest and most understandable way.
Those wearing this hat can easily control, coordinate, organize, and make well-informed decisions.
REFERENCES
✓ “Bộ Giáo trình hướng dẫn cho Giảng viên phương pháp dạy/học trực diện”,
Business Edge, 2004
✓ An Essential guide to Coaching, 2006, Kimberly-Clark.
✓ “8 Kỹ năng mềm thiết yếu”, 2016, PGS.TS Trần Thương Tuấn & Nguyễn Minh
Huy, NXB Lao động
✓ Interpersonal Skills in organizations, 2015, Fifth edition, International Edition.
Suzanne C.De Janasz, Karen O.Dowd, Beth Z.Schneider. Mc Graw Hill
✓ “Tứ thư lãnh đạo”, Hòa Nhân
Thank You

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SOFT SKILLS 2024

Lecturer: Hoàng Cửu Long

although we may not agree

arguments and opinions

1. No bias, not accept the useless value of

7. Thinking by the other’s heads

Lecturer: Hoàng Cửu Long

⚫Problem is the difference

⚫In an organization, problem

⚫The wrong problem

⚫The latent problem

⚫The improving problem

⚫It need to be ADJUSTED

Material has not received

We have sick people in our team

Difficulty in working environment or human resources

⚫It need to be PREVENTED

The suddenly increasing of demands that makes hard

The increasing of withdraw employees

⚫It need more IMPROVED, EFFECTIVE

Install a new system

Educate new skills for employees

Change working processes to meet new standards

⚫ Creating the environment, with

⚫ Step 1: Identify clearly the problem

⚫ Step 2: Focus on the targeted problem

⚫ Step 3: Analyze the problem

⚫ Step 4: Create more alternatives

⚫ Step 5: Make decision with the best choices

⚫ Step 6: Implement action plans 15

Step 2: Focus on the targeted problem

Step 3: Analyze the problem

+ Focus on each detail to see the root causes of problem

Step 4: Create more alternatives

+ Making the final decisions

Lecturer: Hoàng Cửu Long

⚫ Why do you need to analyzing the root causes?

⚫ What are the benefits when analyzing the root

Lecturer: Hoàng Cửu Long

⚫ Lacking of practical knowledge

8. Have ability to integrate into the environment

Soft factors: the

1. Deep understanding your company

⚫Understand your work requirements

⚫Communicate with customers

⚫Work with a team-working spirit

⚫Listening and solving all concerns

⚫Find out potential improvement

⚫ Leadership must be exposed when

⚫Waiting for the work

Top down: the information moves

The same level

Belief is a complete acceptance about

Belief Behavior Result

⚫ Not well prepared

⚫ Increase the tension

⚫ Not receiving response 56

Give the feedback Receive feedback

Lecturer: Hoàng Cửu Long

Sender Information channel Receiver

Understand Feedback Express 59

⚫Language and verbal

“nói là gieo, nghe là gặt”