(LUẬN VĂN THẠC SĨ) Service quality and customer satisfaction of training programs at the center for Management Training & Consulting, Hanoi School of Business and Management, Vietnam National University Hanoi

ĐẠI HỌC QUỐC GIA HÀ NỘI KHOA QUẢN TRỊ VÀ KINH DOANH --- NGUYỄN NGÂN HÀ SERVICE QUALITY AND CUSTOMER SATISFATION OF TRAINING PROGRAMS AT THE CENTER FOR MANAGEMENT TRAINING & CONSULTING,

ĐẠI HỌC QUỐC GIA HÀ NỘI KHOA QUẢN TRỊ VÀ KINH DOANH

-

NGUYỄN NGÂN HÀ

SERVICE QUALITY AND CUSTOMER SATISFATION OF

TRAINING PROGRAMS AT THE CENTER FOR MANAGEMENT TRAINING & CONSULTING, HANOI SCHOOL OF BUSINESS AND MANAGEMENT,

VIETNAM NATIONAL UNIVERSITY

CHẤT LƢỢNG DỊCH VỤ VÀ MỨC ĐỘ HÀI LÒNG CỦA KHÁCH HÀNG VỚI CÁC KHÓA ĐÀO TẠO TẠI TRUNG TÂM ĐÀO TẠO VÀ

TƢ VẤN QUẢN TRỊ, KHOA QUẢN TRỊ & KINH DOANH, ĐẠI HỌC

QUỐC GIA HÀ NỘI

LUẬN VĂN THẠC SĨ QUẢN TRỊ KINH DOANH

HÀ NỘI - 2018

ĐẠI HỌC QUỐC GIA HÀ NỘI KHOA QUẢN TRỊ VÀ KINH DOANH

-

NGUYỄN NGÂN HÀ

SERVICE QUALITY AND CUSTOMER SATISFATION OF

TRAINING PROGRAMS AT THE CENTER FOR MANAGEMENT TRAINING & CONSULTING, HANOI SCHOOL OF BUSINESS AND MANAGEMENT,

VIETNAM NATIONAL UNIVERSITY

CHẤT LƯỢNG DỊCH VỤ VÀ MỨC ĐỘ HÀI LÒNG CỦA KHÁCH HÀNG VỚI CÁC KHÓA ĐÀO TẠO TẠI TRUNG TÂM ĐÀO TẠO VÀ

TƯ VẤN QUẢN TRỊ, KHOA QUẢN TRỊ & KINH DOANH, ĐẠI HỌC

QUỐC GIA HÀ NỘI

Chuyên ngành: Quản trị kinh doanh

Mã số: 60 34 01 02

LUẬN VĂN THẠC SĨ QUẢN TRỊ KINH DOANH

NGƯỜI HƯỚNG DẪN KHOA HỌC: TS TRẦN HUY PHƯƠNG

Hà Nội - 2018

DECLARATION

The author confirms that the research outcome in the thesis is the result of author’s independent work during study and research period and it is not yet published in other’s research and article

The other’s research result and documentation (extraction, table, figure, formula, and other document) used in the thesis are cited properly and the permission (if required) is given

The author is responsible in front of the Thesis Assessment Committee, Hanoi School of Business and Management, and the laws for above-mentioned declaration

Hanoi, date of …… / …… /……

Nguyen Ngan Ha

ACKNOWLEDGEMENT

I have gained huge knowledge, skill and insights from my MBA course The course raises my capacity of administration and management up

to the next level

I declare that this is a true copy of my thesis The content of this thesis has been approved by the committee of Vietnam National University, Hanoi – Hanoi School of Business and Management (HSB) This thesis has not been submitted for a higher degree to any other University or Institution

In order to finish this project successfully, I have received many helps, supports and guidance from many people who I would like to thank sincerely

First of all, I would like to thank all the professors of MBA program, especially Dr Tran Huy Phuong – my supervisor Then I would like to thank deeply to class assistant team of HCC center, respondents and interviewees who allowed me to gather enough data for this research Finally, I would like

to express my thanks to my husband, my family, my colleges and my fellow friends who always stand by me during the past two years and encourages me

to keep moving from the beginning of my study

Hanoi, date of …… / …… /……

Nguyen Ngan Ha

CONTENT

ABBREVIATION i

LIST OF FIGURES ii

LIST OF TABLES iii

INTRODUCTION 1

1 Rationale 1

2 Literature review 3

3 Aims of research 6

4 Objects of research 7

5 Scope of research 7

6 Research methodology 7

7 Thesis structure 10

CHAPTER I THEORETICAL BACKGROUND ON CUSTOMER SATISFACTION WITH TRAINING SERVICE QUALITY 11

1.1 Basic concepts 11

1.1.1 Training service 11

1.1.2 Service quality 12

1.1.3 Customer satisfaction 13

1.2 Service quality and customer satisfaction 14

1.3 Service quality assessment models 16

1.3.1 Service Quality Gap Model 16

1.3.2 Service quality 10 component model 18

1.3.3 SERVQUAL and SERVPERF models 19

1.3.4 Theorical framework & Hypothesis 21

1.3.5 Designing Scales and Questionares 24

1.3.6 Data collection method 27

CHAPTER II ASSESSING THE SITUATION OF CUSTOMER SATISFACTION WITH TRAINING SERVICE AT THE CENTER FOR MANAGEMENT TRAINING & CONSULTING, HANOI SCHOOL OF BUSINESS AND MANAGEMENT, VNU 28

2.1 Introduction of the Center for Management Training & Consultancy, Hanoi School of Business and Management, VNU 28

2.1.1 Introduction of Hanoi School of Business and Management, Vietnam National University Hanoi 28

2.1.2 Center for Management Training & Consultancy, Hanoi School of Business and Management, Vietnam National University Hanoi 32

2.2 The situation of customer satisfaction with training services at Center of Corporate Training and Consultancy, Hanoi School of Business and Management, VNU 34

2.2.1 Program Designing 34

2.2.2 Lecturers Team 36

2.2.3 Training Notes 37

2.2.4 Suportive Service 38

2.3 Survey results on customer satisfaction with training services at Center of Corporate Training and Consultancy, Hanoi School of Business and Management, VNU 39

2.3.1 Research sample description 39

2.3.2 Reliability and validity of the scales 40

3.3.3 Survey results 43

CHAPTER III PROPOSAL ON SOLUTIONS TO ENHANCE

QUALITY IN THE CENTER FOR MANAGEMENT TRAINING &

CONSULTING, HANOI SCHOOL OF BUSINESS AND

MANAGEMENT, VNU 49

3.1 Declaration of mission, vision and development orientations of Hanoi School of Business and Management, Vietnam National University 49

3.2 Improving customer satisfaction solutions 50

3.3 Recommendations 55

3.3.1 For Hanoi School of Business and Management (HSB) 55

3.3.2 For the center for management training and consulting (HCC) 55

CONCLUSION, LIMITATION AND IMPLICATION 57

1 Conclusions 57

2 Limitations 58

3 Implications 58

REFERENCES 59

APPENDIX 62

APPENDIX 1 QUESTIONNAIRE IN ENGLISH 62

APPENDIX 2 QUESTIONNAIRE IN VIETNAMESE 66

APPENDIX 3 RESULT ANALYSIS 70

ABBREVIATION

VNU Vietnam National University Hanoi

HSB Hanoi School of Business and Management

HCC Center of Corporate Training and Consultancy

EFA Exploratory Factor Analysis

LIST OF FIGURES

Figure 1.1 The relationship between service quality and customer satisfaction 16

Figure 1.2 Service Quality 5 Gap Model in SERVQUAL 17

Figure 1.3 SERVQUAL model 20

Figure 2.1: HSB Organization Chart 31

Figure 2.2: Usefulness of Program Designing 35

Figure 2.3: Appropriateness of case study and activities 36

Figure 2.4: Training notes contain use-full and up-to-date information 38

LIST OF TABLES

Table 1.1 Compare the two SERVQUAL and SERVPERF models 21

Table 2.1 Training courses providing by HCC 33

Table 2.2 Reliability of the scales 40

Table 2.3 Validity of the scales 42

Table 2.4 Mean and standard deviation 43

Table 2.5 Regression Analysis Results 44

Table 2.6 Results of the hypothesis testing 47

in Vietnam that has enjoyed a highly autonomous status in academics and a full autonomy in finance Since its establishment in 1995, HSB has never used state budget but with the financial support and donations from alumni's enterprises and organizations, and tuition fees, HSB has developed its strong academic foundation and built up its modern facilities complying with the international standards

Center for Management Training and Consultancy (HCC) – A center of Hanoi School of Business and Management (HSB) – was established by the project "Capacity Development for Vietnamese Business Leadership” sponsored by the Viet Nam Peace and Development Foundation and the World's Leading Business School - Tuck School of Business The mission of HCC is to provide short - courses trainings speacially tailored for companies and copporates with up to date international management trends applied in Vietnamese culture to equip customers and learners with optimal management solutions and practical tools to create competitive advantage After 20 years

of development, HCC has so far attracted: more than one hundred leading lecturers and guess speakers who are business leaders, experts and dominent lecturers; over one hundred and twenty training programs to improve management skills, professional skills and soft skills training and over one hundred thousand trainees participated in those training programs

Due to its reputation and credibility as a state training organization which has been very successful since their establishment, HCC has gained credit from major state owned corporations and companies such as: Vietnam Posts and Telecommunications Group (VNPT); Mobile Information Company VMS Mobifone; Vietnam Cement Industry Corporation (VICEM); Bank for Investment and Development of Vietnam (BIDV); Song Da Corporation; Vietnam National Coal-Mineral Industries Group (VINACOMIN); Hanoi Beer, Liquor and Beverage Corporation (HABECO); Vietnam Airlines; Electricity of Vietnam Corporation (EVN); Vietnam Oil and Gas Group (PV); Bank for Agriculture and Rural Development of Vietnam (AGRIBANK); Vinataba Cigarette Corporation However, when the state owned corporations and companies proceeds with capitalization, the budget for training in those organization has been reduced dramatically Instead, there is an increasing demand for private companies and organization And the trengths of HCC in the past such as reputation and credibility as a state training organization are no longer be highly valued by those new customers Instead, those organisations concern more about service quality and learners’s satisafaction of the center To enter this new highly potential market, there is

a need for HCC to change to meet the new requirement of new customer segment Therefore, the author would like to select the content of “Service quality and customer satisfaction of training programs at the Center for Management Training & Consultancy, Hanoi School of Business and Management, Vietnam National University Hanoi”

With research content as above, the author poses research questions for his topic as follows:

- What are the factors influencing customer satisfaction and service quality of corporate training programs in HCC?

- What is the current status of customer satisfaction and service quality

of corporate training programs in HCC?

- What are the suitable solutions to improve customer satisfaction on training service quality of corporate training programs in HCC?

- What are the suitable solutions to improve customer satisfaction on training service quality of HCC?

2 Literature review

Research on the world

Ali Kara (2004) conducted a research which focuses on the relationship between business students’ satisfaction and students’ intentions when studying at a college or university Using empirical data and a conceptual model, the results of this study indicate that students’ college experience is positively related to their satisfaction andintentions to stay at college or university This study provides a very interesting figure that is more than 40% of college did not get bachelor degree, among whom 75% dropped out in the first two years of college By an empirical study of 160 business students at a university in the south of central Pennsylvania, the author points out that the students’ performance relates to their satisfaction and the intention to continue studying at that university One of the implications of this study is that those educational institutions that understand consumer-oriented principles may have a betterchance of satisfying the wants and needs of their students more effectively The author also made a recommendation for the Board of Director to apply the principles of considering student as a customer to increase profitability as well as to improve the quality of schooling

Ashi Zeshan1, Tahira Afridi 2 & Safraz M Khan (2014) designed a

schools according to SERVQUAL model in the perception of students Survey research was used to achieve the objectives of the research study Eight business schools were taken as sample from public and private sectors randomly A structured questionnaire was adopted with five dimensions of service quality (Tangibility, reliability, responsiveness, assurance, and empathy) recommended in SERVQUAL model containing 20 statements The responses of 300 business graduates were taken on five-point Likert rating scale The collected data was analyzed by frequencies, mean, t-test, one-way ANOVA and independent sample t-test The conclusion of the study states that there is room to improve the quality of services and customer satisfaction to survive in competitive environment Therefore, institutions may improve their services in the light of discussed dimensions

of SERVQUAL according to the perceptions of major stakeholder- that is student The research did not provide any suggestion or recomendation to improve quality of services and customer satisfaction in business schools

Research in Vietnam

The Authors Khuc Van Quy anh Tran Van Bao (2016) have done a meticulous study aimed at evaluating the student’s satisfaction level (SSL) in education quality at Vietnam National University of Forestry (VNUF), a leading university for generating high-quality human resources in the field of forestry of the country The study team used questionnaires to gather data from 345 students, at the main campus in Hanoi capital and at the second campus in Dong Nai province, in August and September 2015 The Explorary Factor Analysis (EFA) method and Linear Regression (LR) model were employed to determine the factors influencing SSL The results have shown that the student’s satisfaction in education quality at VNUF is fairly high,

getting GPA of 3.47/5; lecturers, study environment and student’s services are

of three most important factors affecting the student’s satisfaction

The Authors Le Duc Tam and Tran Danh Giang (2013) designed a research to determine relationship between the components of the training service quality and satisfaction of students in Central University of Construction through the steps of descriptive statistics, reliability evaluation

by Cronbach’s alpha coeffi cient and explore factor analysis method - EFA and multiple regression method The study applies both qualitative and quantitative approaches Based on a survey sample of 250 students are studying in the university, the result shows that there are five components of the training service quality have a positive impact on the satisfaction of the student: the lecturers group, training program, the facilities for training, the university’s interest to students, the administrative support The limitation of the study is that it has not compared the quality of Central University of Construction to other universities

Authors Do Minh Cuong and Mac Van Tien have studied the development of technical labor in Vietnam - Theory and practice In this study, the authors mentioned the need to train Vietnamese technical workers

to meet the requirements of industrialization and modernization of the country Contents of the study mentions to renovating teaching programs, increasing investment in equipment and technologies suitable to equipment and technologies of production, raising the quality and standardization of the contingent of teachers; renovating the method of inspection and evaluation, quality assurance of vocational schools

Bui Thi Thanh Huong, Nguyen Thi Thu Ha, and Nguyen Van Huy (2016) conducted a research is to find the solutions of quality improvement for selected leading universities in the North of Vietnam The authors

collected data from parents, staffs, government officer, industrial experts, etc This study used Likert scale of five From the results of hypotheses, the author found the relationships among variables Based on that point of view, the author proposed general recommendations to Teacher to consider the students as the center of education From that point of view, they have to improve their knowledge and skill to train their students in the best way Changing new teaching methods and updating modern technology are necessary in teaching activities They ought to take the chances of studying abroad and business trips In addition, they should encourage students to enter competitions or internships They have to be a good example for the students

to follow In Vietnam, the distance between the teacher and the student is still quite far because of their culture, so teachers ought to make that distance closer to understand students’ real needs

- Study the service quality measurement models, thereby selecting a suitable model for measuring training service quality and customer satisfaction evaluation

- Survey and analyze the status of training service quality and customer satisfaction of HCC by the selected model Limited success evaluation and cause

- Give some recommendations to improve the quality of training services for HCC and enhance customer satisfaction with the service

- Scope of time: Secondary data used in the last four years from 2013-2014, Questionnaires were surveyed in 2017

- Scope of sample: Individual customers using training services of HCC, with 445 questionnaires

6 Research methodology

Data collection method

* Secondary Data Collection: The thesis will use some documents as

well as information about customer satisfaction and service quality from books, dissertations, magazines, the internet

* Primary data collection: Primary data collection methods are

surveys, expert interviews, observations In addition, synthetic analytical methods will be applied

The questionnaire survey is the most important method in the study,

- Sampling:

 Sample size: 445 by random sampling

 Sampling objects: HCC’s individual customers who attend training programe provided by the center

- Design of questionnaires: Questionnaires are designed to be in line with the objectives of the thesis and theoretical framework in a clear and concise manner To ensure accuracy, the questionnaire will be designed according to the following process:

 Based on research objectives and frameworks to identify the information needed: factors, variables and metrics;

 Determine the type of question;

 Determine the content of each question and logic of the questions based on the evaluation forms currently used at HCC, consultancy of the director of the center and expert interviews from the director of the center and cusomers who working in training department of customers’ companies

 Draft questionnaires;

 Submit a questionnaire to the instructor;

 Instructors guide, review, and agree to conduct the investigation;

 Ruler: use Likert's measure of 5 levels from the least to the most

- Basic contents of the questionnaire:

 Introduction: the author's name, the topic name, the main contents

to be surveyed

 Assessment of training service quality of HCC according to the developed research model

Data analysis method

The dissertation uses two methods of data analysis: qualitative and qualitative

EFA analyze

EFA analysis is a technique used to shrink and summarize data This method is useful for identifying variable sets that are needed for research and are used to find relationships between variables In the exploratory factor analysis, KMO (Kaiser-Meyer - Olkin) value is the index used to determine the appropriateness of factor analysis The KMO value must be between 0.5 and 1, and this analysis is appropriate, and if the value is less than 0.5, factor analysis may not be appropriate for the data

One-sample T-test

Carry out the customer's assessment of HCC's retail credit quality standards by One-sample T Test

With Hypothesis:

- H0: Mean value = test value

- H1: Average value is different from the test value

If:

+ Significance level of observation (sig.) > 0.05 is not sufficiently rejected Hypothesis H0 should accept Hypothesis H0, which means that the mean value is different from the test value

+ Significance of observation (sig.) <0.05 is sufficient basis to reject Hypothesis H0 and accept Hypothesis H1, meaning that the mean value is different from the test value

* Qualitative method

Using qualitative research methods, interviewing some friends, relatives and customers who have used training services at HCC as well as other training organizations Interview content will be recorded and synthesized as a basis for designing the questionnaire, in addition to consultation with some staff at HCC In addition, methods of statistical analysis, statistical analysis, compilation and comparison will also be used in the dissertation

- Chapter 3: Proposal on solutions to enhance customer satisfaction with training service quality in the Center for Management Training and Consultancy

CHAPTER 1 THEORETICAL BACKGROUND ON CUSTOMER SATISFACTION WITH TRAINING SERVICE QUALITY

In the thesis, the author selected and proposed the definition of service according to Lewis and Booms (1983), "Service is a measure of how well the service delivered to the customer is commensurate with the expectations of the customer Creating a quality service means responding to customer expectations in a consistent way"

 Training

According to Wayne F Cascio (2017), training consists of planned programme designed to improve performance at the individual, group, and /or organizational levels Improved performance, in turn, implies that there have been measurable changes in knowledge, skills attitude, and/or social behavior

According to C B Memoria (2000), training is a process of learning a sequence of programmed behavior It is application of knowledge and it attempts to improve the performance of employee on the current job and prepares them for the intended job Training is a short term process utilizing a systematic and organized procedure by which non managerial personnel acquire technical knowledge and skills for a definite purpose Training refers

to instructions in technical and mechanical operations, like operation of some machine/equipment Training is for a specific job related purpose

Training is about developing people as an individual and helping them

to become more confident and competent in their lives and in their jobs The learning process is at the core of training and the ways of and opportunities for learning are numerous and varied

 Training services

Mentioning to training service concept, the author is unable to find any definition about this concept There is still a discussion about whether training course is a commodity and its market characteristics Although there are many different opinions, many have agreed that, with the guideline of learner-centered, training organizations should treat their learner as their customers, specially in the context of the current competitive training market

1.1.2 Service quality

There are various definitions of service quality, according to Lehtinen (1982), that service quality must be assessed on two aspects: (1) service delivery and (2) service outcome According to Gronroos (1984), the definition of service quality includes two components of service quality: (1) technical quality and (2) service quality In that service quality relates to what

is served and functional quality tells how they are served

Parasuraman, Zeithaml, and Berry (1985, 1988) define service quality

as the distance between service expectations and customer perception when using the service The author Luu Van Nghiem (2001) argues that service quality is the level of customer satisfaction in the process of perception and consumption of services, which is the integrated service of enterprises which bring the whole chain of benefits and satisfaction The maximum value expected by the customer in the production of the supply and in the distribution of output services

Service quality is the most influencing factor for customer satisfaction (Cronin and Taylor, 1992; Yavas et al., 1997; Ahmad and Kamal, 2002) If a service provider gives customers quality products that meet their needs, then that business has initially made the customer happy

In the thesis, the author selected and proposed the definition of service quality according to Parasuraman, Zeithaml, and Berry (1985, 1988) defining service quality as the distance between service expectations and customer perception when using the service

1.1.3 Customer satisfaction

According to Kotler and Keller (2006), satisfaction is the level of a person's sense state that results from comparing the perception of a product to his or her expectations

According to (Bateson & Hoffman 2000.), customer satisfaction is the result of the correlation between a customer’s assumption and a customer’s feelings By way of explanation, customer satisfaction is identified as the distinction between assumed quality of service and the customer’s involvement or feelings after having perceived the service Customer satisfaction depends on such dimensions as assurance, responsiveness, reliability, empathy and tangibles, and further components such as personal,

Customer satisfaction is the cornerstone of the marketing concept of satisfying customers' needs and desires A satisfied customer is an important factor for maintaining long-term business success and appropriate business strategies to attract and retain customers Satisfaction is the level of a person's sense state that results from comparing the perception of a product to his or her expectations Accordingly, there are three levels of satisfaction:

- If the customer's perception is smaller than expected, the customer feels dissatisfied

- If the expectations, the customer feel satisfied

- If the perception is greater than expected, the customer will feel satisfied or amused

1.2 Service quality and customer satisfaction

The relationship between service quality and customer satisfaction has been the subject of continuous discussion among researchers over the past decades Customer satisfaction is a general concept that expresses their satisfaction when consuming a service, but also refers to the service quality that is concerned with the specific components of the service (Zeithaml & Bitner, 2000) That is, service quality - determined by various factors - is a decisive factor of satisfaction (Parasuraman, 1985, 1988) Some authors argue that the service quality and customer satisfaction are coincidental so that these two concepts can be used interchangeably However, many studies have shown that service quality and customer satisfaction are two distinct concepts Parasuraman et al (1993) argue that there are some differences between service quality and customer satisfaction, the main difference being the "cause and effect" Zeithalm and Bitner (2000) claim that customer satisfaction is influenced by many factors such as: product quality, service quality, price, situational factors, personal factors

Service quality and satisfaction are two different but closely related concepts in service research (Parasuraman et al 1988) Previous studies have shown that service quality is the cause of satisfaction (Cronin and Taylor, 1992; Spreng and Taylor, 1996) The reason is that service quality is related

to service delivery, and satisfaction is measured only after service has been used

Customer satisfaction as a result, service quality as a cause, satisfaction

is predictive nature, expectations; Service quality is an ideal standard Customer satisfaction is a general concept, expressing their satisfaction when consuming a service While service quality focuses on specific components of service (Zeithaml & Bitner, 2000) Although service quality and satisfaction are interrelated, few studies focus on verifying the level of interpretation of service quality components for satisfaction, particularly for each Service sector specific (Lassar et al., 2000) Cronin and Taylor testified this relationship and concluded that the service quality resulted in customer satisfaction Studies have concluded that service quality is a precondition for satisfaction (Cronin and Taylor, 1992; Spreng, 1996) and is a major factor in satisfaction (Ruyter and Bloemer, 1997)

As such, service quality is a factor that greatly affects customer satisfaction If a service provider gives customers quality products that meet their needs, that network provider is initially making the customer happy Therefore, to improve customer satisfaction, service providers must improve service quality In other words, service quality and customer satisfaction are closely interrelated, in which the service quality is what precedes and decides customer satisfaction The causal relationship between these two factors is a key issue in most studies of customer satisfaction If the quality is improved but not based on the needs of the customer, then the customer will never be

the service is high quality, they will be satisfied with that service Conversely,

if customers feel the service is of low quality, dissatisfaction will arise

Figure 1.1 The relationship between service quality and customer

satisfaction

Source: Zeithaml &Bitner (2000), Services Marketing, MacGraw - Hill

1.3 Service quality assessment models

1.3.1 Service Quality Gap Model

The 5 service quality gap of Parasuraman & el (1985, 1988) is shown in the figure below The first gap occurs when there is a difference between the customer's expectation of service quality and the service manager's perception

of customer expectations The basic point of this difference is that the service company does not fully understand what constitutes the quality of its service and how it is delivered to its customers to satisfy their needs The second gap appears when the service company has difficulty converting its perception of customer expectations into quality attributes In many cases, the company may

be aware of the customer's expectations but not the company can always convert this expectation into specific quality criteria and deliver it as expected

to the customer Features of service quality The main cause of this problem is the expertise of the service staff as well as the overwhelming demand for

services There are times when the demand for services is so high that the company does not catch up A third distance occurs when the service agent does not deliver services to customers according to defined criteria In the service, the employees have direct contact with the customer, plays an important role in the process of quality creation However, employees are not always able to fulfill their assigned tasks

Figure 1.2 Service Quality 5 Gap Model in SERVQUAL

Source: Parasuraman & el ( 1985: 44)

Advertising media and information also impact on customer expectations for service quality The promises in promotional promotions can increase customer expectations but will also reduce the quality that customers feel when they are not doing what they promised This is the fourth distance

The fifth gap occurs when there is a difference between the quality and expectation by the customer and the quality they feel Service quality depends

on this fifth distance Once customers realize that there is no difference between the quality they expect and the quality they feel when consuming a service, the quality of the service is considered perfect

Parasuraman & el (1985) argue that service quality is a function of the fifth dimension This fifth distance depends on the previous distance That is, distance 1, 2, 3, 4 Therefore, to shorten the fifth distance and increase the service quality, the service administrator must make efforts to shorten the gap The service quality model according to these researchers can be expressed as follows:

SQ = f ((G5 = f (G1, G2, G3, G4)) Inside:

- SQ is service quality

- G1, G2, G3, G4, G5 are quality distances 1, 2, 3, 4, 5

The difference year model is a general, theoretical model of service quality In order to be able to practice, Parasuraman et al have tried to build a scale for measuring quality in the service sector, according to him, any quality service that consumers perceive is based on the following 10 components

1.3.2 Service quality 10 component model

The 10 component model of service quality described includes:

do not achieve distinctive values Parasurama (1988) argues that service quality is the distance between perception and expectation of a service Can

also be understood as Service quality = Perceived Level - Expected Value

But perception can be understood and defined explicitly based on the customer's belief in the service they use, the expectation seems to be understood quite vague and can be understood in terms of many different ways

1.3.3 SERVQUAL and SERVPERF models

SERVQUAL is the most used approach to measuring service quality, comparing customer expectations with respect to a service and customer perception of the service being actually delivered Include (1) five service quality distance model and (2) component quality service model SERVQUAL considers two key aspects of service quality as the result of service and service provision being studied through 22 scales of the following five criteria:

Figure 1.3 SERVQUAL model

Cronin and Taylor (1992) modeled SERVPERF, suggesting that the level of customer perception of service performance reflects the best service quality According to the SERVPERF model:

Satisfaction of service quality = level of perception

As a variant of SERVQUAL, the SERVPERF model consists of five basic components, namely:

1 Reliability: demonstrated by the ability to perform appropriate and timely service right from the first time

2 Resposiveness: expressed through the willingness, willingness of the service staff to provide timely service to customers

3 The assurance capacity is demonstrated by the professional level and the courteous and hospitable service to customers

4 Empathy: showing interest, caring for each individual, customer

5 Tangibles: expressed through the appearance, dress of staff, equipment for service

This conclusion was concurred by other authors such as Lee et al (2000), Brady et al (2002) The SERVPERF scale also uses 22 statements similar to the customer perception question in the SERVQUAL model, ignoring expectations

Thus, it can be seen that the SERVQUAL and SERVPERF models are slightly differentiated as described in the table below

Table 1.1 Compare the two SERVQUAL and SERVPERF models

1.3.4 Theorical framework & Hypothesis

Based on the mode relationship between service quality and customer satisfaction (Figure 1.1), the model applied to the case of the center for management consulting and training was created and presented in figure 1.4 The model has been adjusted to be more suitable for training service analysis Specifically, situational factors and personal factor will be eliminated Hence,

in this applied model, learners’ satisfaction will be evaluated by training service quality

+ β3 *Training Notes and Materials + β4 *Program Designing + β5 *Supportive Services + β6 *Administrative Formalities

The hypothesis for the model is as follows:

Hypothesis H4: Program Designing has positive affection to Training service provided by the center of management training and consulting (HCC)

Hypothesis H5: Supportive Services has positive affection s to Training service provided by the center of management training and consulting (HCC)

Hypothesis H6: Administrative Formalities has positive affection s to Training service provided by the center of management training and consulting (HCC)

1.3.5 Designing Scales and Questionares

When designing the measurement scales, it is necessary to evaluate

in order to ensure the quality of measurement The author has designed the scales based on the evaluation forms currently used at HCC, consultancy of the director of the center and expert interviews from the director of the center and cusomers working in training department of customers’ companies Questionaires was guided, review, and agree to conduct the investigation

In this research, the Author uses Likert's 5-point scales in measuring impact factors to customer satisfaction of HCC (from 1 to 5, in which: 1: Strong disagree / 2: Disagree/ 3: Neutral / 4: Agree / 5: Strong agree)

Scales of Training Facilities factor

Training

Facilities

(TF)

Classrooms are cleaned, having enough

Classrooms’ Facilities such as sound devices and visual aids are working properly TF2 1 2 3 4 5 Toilet are clean and hygienic TF3 1 2 3 4 5

Scales of Lecturers Teams factor

Scales of Training Notes and Materials factor

up-to-date information TN3 1 2 3 4 5

Scales of Program Designing factor

Program

Designing

(PD)

The amount and arrangement of the

The total duration of the program is

Scales of Supportive Services factor

Scales of Administrative Formalities factor

Learners' requests are dealt with in a

Student's complaints are timely resolved

Scales of Customer Satisfation

1.3.6 Data collection method

From the need to receive back the 450 responses, the author has implemented the data collection as follows:

Step 1: Using Microsoft Office Word 2016 to design and printing questionnaires Step 2: Sending 500 questionnaires to 3 class assistants of the center, asking them to give the learners in 15 training courses and collecting the questionnaires that have been answered

Step 3: Receiving answered questions from the managers

CHAPTER II ASSESSING THE SITUATION OF CUSTOMER SATISFACTION WITH TRAINING SERVICE AT THE CENTER FOR MANAGEMENT TRAINING & CONSULTING, HANOI SCHOOL OF BUSINESS AND MANAGEMENT, VNU 2.1 Introduction of the Center for Management Training & Consultancy, Hanoi School of Business and Management, VNU

2.1.1 Introduction of Hanoi School of Business and Management, Vietnam National University Hanoi

Introduction

As a long-established business school in Vietnam, Hanoi School of Business and Management – Vietnam National University now is one of the most out-standing business school in the country

- Full name: Hanoi School of Business and Management – Vietnam National University

History of the organization

Hanoi School of Business and Management (HSB) is a member of Vietnam National University Hanoi (VNU) which was founded on 13th, July

1995 by Prof Dr Nguyen Van Dao, a beloved teacher and the first director of VNU Since then, HSB has become a pioneering & reputable educational center in Vietnam for MBA and executive training

Based on the Decision No 252/TBBC signed in July 13, 1995 of the Director General of the Vietnam National University, Hanoi on the establishment of the Hanoi School of Business under Vietnam National University

- Pursuant to the Decree No 97 / CP in December 10, 1993 of the Government on the establishment of Vietnam National University, Hanoi

- Pursuant to the Regulation on organization and operation of VNU is issued with Decision No 477 / TTg of September 5, 1994 of the Prime Minister

- Pursuant to the Official Letter No 4200/TCCB on June 20, 1995 of the Ministry of Education and Training

- At the request of the Head of Training, Head of Organization and Personnel Department of VNU to make decision to establish Hanoi School of Business under VNU

For the last 21 years, generations of HSB lecturers, students and staff members have attempted to not only develop HSB but also to transfer HSB into a leading and credible brand name in terms of interdisciplinary training programs on business and management, and to expand HSB brand to regional countries and worldwide

HSB, moreover, is the first and only business school in Vietnam which earns a highly autonomous status in academics and a full autonomy in finance Since its establishment in 1995, HSB has never taken state budget into consideration but with the financial support and donations from alumni's enterprises and organizations, and tuition fees, HSB has developed its strong academic foundation and built up its modern facilities complying with the international standards Thanks to the continuous effort and achievements, during last 21 years, HSB has received the support and encourage from the

to welcome many government leaders such as: His Excellency (HE) Le Kha Phieu, former Party General Secretary; HE Mr Nguyen Phu Trong former Hanoi Party Committees General Secretary and now party leader; HE Vu Khoan, former Deputy Prime Minister

HSB history is shinned with its outstanding culture which respects teachers and principals, and the innovation and community spirit These cultural values have attracted top-quality teaching teams including leading academic professors and management specialists, who contribute to the development of HSB's special training programs with up-to-date teaching technologies that help our participants grasp necessary knowledge and improve their professional skills

HSB history had also been built up by tremendous supports as well as friendships from sponsors and international prominent lecturers, who had joined HSB research and teaching teams, and those who had showed their love to Vietnam and their passion to help HSB students

Vision, Mission and Core Value

Vision

By 2020, HSB will become a leading organization in Vietnam and ASEAN in interdisciplinary research, consultancy and training in management of strategy, technology, business, and sustainable development

Mission

HSB educates leaders, executives and professional managers in both public and private sectors, and actively contributes to the process of researching, developing and appling interdiscip linary management sciences

in Vietnam

Core Values

Innovation, Pioneering and Quality are core values that HSB condiders

as basement and driving force of any development of the organization