The effectiveness of training activities in improving employees performance at samsung display vietnam’s quality department

Exploratory factor analysis EFA results show 5 components of training andregression results show that all 5 training components have a positive impact on theperformance of employees of t

H a Noi, on the day of , 2020

NGUYEN HUU HAU

I would like to express my deep gratitude to Assoc.Prof.Dr Nguyen Ngoc Thangwho guided, I am wholeheartedly in the research process to write a dissertation,imparting new specialized knowledge and valuable experience treasure in practice

Sincerely thank Samsung Display Vietnam in general and all staff in the Qualitydepartment in particular for creating favorable conditions and support in terms ofinformation and data to meet the research objectives of the topic

I would like to express and acknowledge the support of organizations andindividuals who responded to the interview to provide information in the survey andinterview process

Thank you to the teachers, learners of the master class for sharing knowledge andhelping me in studying

Sincerely thanks!

Tp Ha Noi, on the day of , 2020

NGUYEN HUU HAU

The theory of human resources is increasingly attaching importance to training in order toimprove work efficiency of employees In recent years, Samsung Display VietnamCompany has continuously expanded production scale in both quality and quantity.However, the highly qualified and skilled workforce is the concern of the company'smanagers, and so many human resource training and development strategies areproposed, including The problem of human training is very important Based on that fact,the thesis researches the impact of training on the performance of quality controldepartment staff at Samsung Display Vietnam This research uses 167 samples of qualitycontrol department staffs of Samsung Display Vietnam Co., Ltd who have participated incompany training programs and used analytical techniques including descriptivestatistics, scale reliability testing, exploratory factor analysis (EFA), and linearregression Exploratory factor analysis (EFA) results show 5 components of training andregression results show that all 5 training components have a positive impact on theperformance of employees of the quality control department department of the company.Company includes: Training needs assessment, training commitment, training methods,training content and training evaluation From the research results suggest a number ofpolicies related to training to improve the working efficiency of employees in the textileindustry

Keywords: training, training role, employee performance

TABLE CONTENTS

DECLARATION i

ACKNOWLEDGMENTS 1

ABSTRACT 2

CHAPTER 1: INTRODUCTION 4

1.1 The urgency and reasons to choose the topic 4

1.2 Research objectives 5

1.3 Research questions 5

1.4 Research subject and scope 5

1.4.1 Research subject 6

1.4.2 Research scope 6

CHAPTER 2: LITERATURE REVIEW 7

2.1 Concept and Definition 7

2.1.1 Meaning of training 7

2.1.2 HR training needs 10

2.1.3 Aims and Objectives of Training 11

2.1.4 Training Methods / Techniques 11

2.1.5 Training Evaluation 13

2.1.6 Benefits of Training 15

2.2 The Components Of Training Impact Employee Performance 15

2.2.1 Training Needs Assessment 15

2.2.2 Training commitments 16

2.2.3 Training contents 17

2.2.4 Training methods 17

2.2.5 Training Evaluation 17

2.3 Research model 18

CHAPTER 3: RESEARCH MOTHODOLOGY 19

3.1 Research Design 19

3.2 Building questionnaires and encoding scale 19

3.3 Methods of sampling and data collection 22

3.3.1 Methods of collecting primary data 22

3.3.2 Sample size 22

3.4 Analyzing Data Plan 22

3.4.1 Reliability analysis by Cronbach’s alpha 22

3.4.2 Exploratory Factor Analysis – EFA 23

3.4.3 Regression analysis 23

CHAPTER 4: RESULTS AND DISCUSSION 25

4.1.Overview about Samsung Display Vietnam 25

4.1.1 General introduction 25

4.1.2 Training strategy of Samsung Display Vietnam 26

4.1.3 Functions and responsibilities of the quality control department 27

4.2 Data description 28

4.3 Reliability Analysis 29

4.3.2 Test the reliability of the Training open interest - TCM scale 30

4.3.3 Test the reliability of Training contents - TCT scale 31

4.3.4 Test the reliability of the Training methods - TM scale 31

4.3.5 Test the reliability of the Training Evaluation - TE scale 32

4.3.6 Test the reliability of the Employee Performance Scale - EP 32

4.4 Exploratory Factor Analysis 33

4.4.1 EFA test results of the independent variable 33

4.4.2 EFA test results of the dependent variable 34

4.5 Regression Analysis 35

4.5.1 Pearson correlation analysis 35

4.5.2 Verify multivariate linear regression model 36

4.5.3 Multiple regression equations and conclusions about the hypotheses38 CHAPTER 5: CONCLUSION 40

5.1.Conclusion 40

5.2 implications 40

5.2.1 Implications of training needs assessment 40

5.2.2 Implications of commitment to training 41

5.2.3 Training content implications 41

5.2.4 Implications of training method 42

5.2.5 Training evaluation implications 42

5.3 Suggestions 43

5.4 Limitations and future research direction 43

REFERENCE 45

APPENDIX 1 49

APPENDIX 2 53

APPENDIX 3 57

CHAPTER 1: INTRODUCTION 1.1 The urgency and reasons to choose the topic

According to Evans, Pucik & Barsoux (2002, p 32), organizations are facingincreasing competition due to the changes in the global, technological, political andeconomic environment, which has prompted these organizations to train their employees

as one of the ways to prepare them for this growth and improve their performance It isimportant not to ignore the general evidence of knowledge growth in the businesscommunity over the past decade This growth is not only due to technologicalimprovements and the combination of production factors, but also has increased efforts todevelop the Organization's human resources Therefore, in each organization, theresponsibility to improve the performance of employees and undoubtedly implementtraining and development is one of the key steps that most companies need to realize.Obviously, employees are an important resource, and it is important to optimizeemployees' contribution to the company's goals and objectives as a means to maintaineffective performance Therefore, as recommended by Afshan, Sonia, Kamran & Nasir(2012, p 646), this requires managers to ensure that sufficient staff with technical andsocial skills and career development skills are provided to professional departments ormanagement positions

In many cases, the question that may arise is why human resources areimportant Noting that human resources are the intellectual property rights of enterprises,employees have proved to be a good source of competitive advantages (Houger 2006),and training is the only way to develop organizational intellectual property rights throughemployee capacity-building In order to succeed, Organizations must effectively acquireand use human resources Therefore, organizations need to design their human resourcesmanagement in a way that conforms to the organizational structure, because this willenable organizations to achieve their goals and objectives In addition, it is important thatorganizations support their workforces in acquiring the necessary skills and increasingcommitment

Samsung Display Vietnam (SDV) is a foreign-invested enterprise in Vietnam

At SDV, managers focus on developing five core values including: People Excellence Change - Intergrity - Co- Prosperity In the five core values mentioned above, PEOPLE isthe value placed on top by SDV In addition to the great attention and investment in terms

-of comprehensive welfare regimes for employees, the company always spends a largeamount of money on domestic and foreign training projects, updating public knowledge.technology, developing skills through which employees have the opportunity to learn,experience and develop a career in a sustainable way Currently, SDV is on the rise inmachine technology and automation equipment Therefore, the demand for the quality ofhuman resources is increasingly high for specialization, specialized skills, especiallyhuman resources in the quality department, the department responsible for themanagement and quality assurance of input materials, paragraphs and output products.This is a department that SDV's administrators pay special attention to implementingtraining programs to improve professional qualifications and specialized skills to ensurethat they can meet the requirements of the job, increase the productivity of employees.

Recognizing the importance and impact of training programs on employees'

performance, the author chose the topic “The effectiveness of training activities in improving employees performance at Samsung Display Vietnam’s quality Department” is the subject of my master's thesis to explore the impact and impact of

SDV's training programs and activities on the performance of quality department staff.From there, propose solutions to contribute to improving the efficiency of trainingactivities to improve the work efficiency of employees in general and Samsung DisplayVietnam Quality department employees in particular

 What training programs are there for SDV’s Quality department staff?

 What factors of training activities affect the performance of SDV's Qualitydepartment staff?

 What is the impact of training activities on SDV Quality department staff'sperformance?

1.4 Research subject and scope

CHAPTER 2: LITERATURE REVIEW

2.1 Concept and Definition

2.1.1 Meaning of training

According to Decenzo & Robbins (2000), training is a kind of learningexperience, in which it seeks relatively lasting changes for an individual,which will improve his ability to perform his/her work This means thattraining must be designed in a way that will involve changing or improvingskills, knowledge, attitudes and social behaviors This change orenhancement of skills, knowledge, attitudes and social behaviors may berelated to what employees know, working methods, and relationships andinteractions with colleagues and supervisors

Therefore, as explained by Cascio (1992), training includes plannedprograms aimed at improving performance at the individual, group ororganizational level The improvement of performance on the individual,team or organizational side means measurable changes or improvements inknowledge, skills, attitudes and social behaviors

Training refers to teaching or learning activities aimed at helping members

of an organization acquire and apply the knowledge, skills, abilities andattitudes required by the organization This is an act of improving staff'sknowledge and skills to perform specific tasks (Monappa & Saiyadain, 2008).Therefore, training should be regarded by managers of each organization as

a long-term investment in their human resources

According to Dessler (2008), further training is a means to provide new orexisting employees with the skills they need in their different jobs He went

on to say that he regarded training as an important sign of goodmanagement, so when managers ignored training, they were doing so, whichcaused great disadvantage to the organizations they managed This isbecause there are still high potential employees who guarantee that they willperform well This is why every employee must know what the managerwants him to do and how he wants to do it Therefore, training has a fairlyimpressive record of affecting organizational efficiency As explained by Cole(2004), human resources are the most dynamic of all the resources at thedisposal of the Organization and therefore require considerable attention

from managers in order to realize their full potential To this end, managersmust solve the problems of motivation, leadership, communication, jobreorganization, payment system, training and development

Also according to the definition of Cole (2004), "Education" usually meansthe basic guidance of knowledge and skills, which are aimed at enablingpeople to make full use of life in general, which is an individual and broadbasis The implicit "Training" is to prepare for a specific occupation or skill.Therefore, it is narrower in concept than in education or development It iswork-oriented rather than personal-oriented "Development" usuallyindicates a wider understanding of the acquisition of knowledge and skillsthan training, which is less than career-oriented work orientation; It paysmore attention to the potential of employees than to their immediate skills Itregards staff as an adaptive resource; "Learning" refers to the process ofacquiring knowledge, understanding, skills and values to adapt to anyenvironment, and is the basis of these three terms; Ability "mainly refers to aperson's ability to prove to others that he can perform a task, process orfunction according to predetermined standards It is all about puttinglearning into practice

As Ivancevich (2010) quoted Clifton & Fink (2005) as saying, training is asystematic process that will change employees' behavior and developtowards achieving organizational goals Training related to current job skillsand abilities It is current-oriented and helps employees master specific skillsand abilities He also confirmed that training is an effort to improve anemployee's current or future performance and is very important to both newand existing employees Other definitions used in this study are as follows:Human resources practitioners provide three kinds of learning activities foremployees in their organizations, namely education, training anddevelopment Training, education and development programmes are allaimed at promoting learning

EDUCATION: As a long-term learning activity, individuals are prepared to

assume various roles in society as citizens, workers and members of familygroups The focus of education is mainly on individuals and their needs,followed by the whole community Asare-Bediak (2002) simplifies this, sothat "education aims to equip individuals with skills and knowledge to help

them make meaningful responses to the environment and pursuemeaningful lives In generally, education prepares people for life.

LEARNING: It is a relatively lasting change of behavior caused by some

experience Suppose that if a supervisor watches a movie about employmentcounseling and changes his counseling style, then the supervisor is said to

be studying Although it is difficult to define learning accurately, in thisstudy, it is a complex process of acquiring knowledge, understanding, skillsand values so as to be able to adapt to our environment There are threefactors that determine the learning style in learning: 1-learners' innatequalities; 2-Teacher skills; 3-Learning conditions occur

TRAINING: Any learning activity aimed at acquiring knowledge and skills

specific to the purpose of a profession or task The training focuses onwork/tasks; The acquisition or learning of specific abilities When thesupervisor receives a course on how to deal with employee complaints, thesupervisor has actually received a "training" or "learning" program speciallydesigned to help him/her acquire abilities

PERFORMANCE: refers to the efforts of employees Employee performance

is measured according to the input-output relationship It measures theefficiency of inputs or resources used to produce outputs Performance is theproductivity of employees

COMPETENCY: is not a material resource It is a person's inherent or

acquired characteristic, which is conducive to efficient or superiorperformance It can be a person's motivation, values, knowledge, skills,attributes or personality characteristics It is specifically divided into three

(3) categories: (a) Technical competencies refer to work knowledge or

work skills They are knowledge or skills related to a specific job oroccupation Because they are specific to a job or position, technical abilities

vary from job to job (b) Personality competencies refer to knowledge,

skills, characteristics or attributes related to an individual's personality.Personality interrupts work A personality ability that may be required tosucceed in one job, and success may also be required in many other jobs; (c)

Management competencies refer to knowledge or skills in key

management functions The management functions in this study refer to thefollowing functions: decision-making, organization, communication,motivation and control

OUTCOME: is that human resources seek to provide the organization with

employee capabilities through training and development If there is nonecessary ability, there will be no incentive for employees to perform Each

of the three (3) learning activities is interested in varying degrees and hasacquired knowledge, understanding, skills and attitudes

STAFF / EMPLOYEE/WORKER: A person employed under a contract of

employment, whether continuous, part-time, temporary or ordinary

MANAGEMENT DEVELOPMENT: An attempt to improve managerial

effectiveness through a planned and deliberate learning process (Mumford,1987)

EFFICIENCY: The amount of resources used to achieve the goal It is based

on the estimated amount of raw materials and money needed to produceoutput It is calculated by the amount of resources used to produce a product

or service This involves doing things right

EFFECTIVENESS: The degree to which employees have achieved their set

goals It means that employees have successfully completed what they aretrying to do It is related to doing things right and to the output of work andthe actual achievements of employees

POLICY: refers to the basic rules governing the activities of a

department/unit to achieve the expected goals in the implementationprocess It is the "guide" for decision-making

EVALUATION: According to Cole (2000), it is any attempt to obtain

information (feedback) on the impact of the training program and evaluatethe value of the training based on this information

SUCCESSION PLANNING: According to Decenzo & Robbins (2000), the

executive inventory report shows which individuals are willing to change jobs

to higher positions in the organization A sign of good enterprisemanagement is that management controls events (actively) rather thanwaits for events to occur (reacts) This is the theoretical basis behind anorganization's career development and succession planning to ensure thatthe organization has the right number and quality of people at the right timeand place to meet its business objectives and to be in a leading position inthe competition

DEVELOPMENT: Individuals prepare for the future needs of an organization

through learning and education It focuses on learning and personal

development Traditionally, lower-level employees are "trained" while level employees are "developed" This difference focuses on learningpractical skills against interpersonal and decision-making skills.

higher-2.1.2 HR training needs

Training and development needs may occur at three specific organizationallevels: (1) top management determines the strategic level of needs whenconsidering objectives; Task, strategic and organizational issues need to besolved or fixed (2) at the tactical level, in which needs are determined withmiddle-level managers, taking into account the evolving needs ofcoordination and cooperation among organizational units; (3) Identify needswith lower-level managers and other staff, taking into account activity-related issues, such as workers and departments in the topic of personalperformance issues (Wognum, 2001, 408) Enabling an organization to sethuman resources development and training objectives will enable formal andinformal human resources development and training methods andprogrammes to produce an effective and competitive workforce, which isworth considering It provides appropriate coordination and properlycombines the needs of the three levels

The first problem is to determine the needs related to the organization'sgoals There are three types of training and development needs identified,including: problem solving, focus on employee performance, improvement ofcertain work practices, focus on improvement without consideringperformance issues, and changes or innovations in organizational conditionsthat may occur due to strategic innovations or changes (Wognum, 2001;Torrington et al., 2005) It should be pointed out that in the process ofdetermining training needs, it is necessary to create, develop, maintain andimprove any relevant systems to contribute to the provision of necessaryskilled personnel Moreover, training programs should be designed to meetdifferent needs In addition, according to Milkovic & Bordereau (2003), theselection of training programs, contents and trainees depends on theobjectives of the training programs

According to Edmond & Noon (2001); Torrington et al (2005) emphasizedsome methods of determining needs in previous documents These areproblem-centric methods (performance gaps) and profile comparisons

(changes and skills) Similarly, earlier studies also pointed out some methodsfor analyzing subordinate training needs or new or existing employees (seeTorrington et al., 2005, 390-392) The two most traditional approaches arethe problem-centered approach and the comparative record approach Theproblem-centered approach focuses on any performance difficulties, whilethe team analyzes whether the problem is caused by insufficient skills, andthen needs to develop if the problem needs to be solved On the other hand,the profile comparison method focuses on matching the competencies withthe jobs that are satisfied, whether in new or current positions Somechanges in strategy and technology may also bring about a demand for new

or additional skills

2.1.3 Aims and Objectives of Training

According to Argyris (1971), the efficiency of an organization depends on itsability to achieve the following goals: (1) to achieve the goals; (2) tomaintain oneself on the international stage; (3) Adapt to their environmentoutside the debate

B.M Bass (1969) identify that training activity may be required, as cited byMonappa & Saiyadain: (1) to keep up with the advanced industrializationprocess for the existence of the organization; (2) Training and retrainingshop floors for the highest operators to expand the number and level ofemployees as well as various complex organizational structures and controlmechanisms ; (3) In order to solve peaceful labor relations, interpersonalrelationship training is needed

The two authors provide very clear guidelines for human resourcesdevelopers (HRD) on the organization's training and development goals andobjectives I E In order for the training and development of the organizationnot to waste its resources, the organization must strive to achieve the abovefive (5) goals and possibly some other goals according to the environmentaland operational conditions of the organization concerned

2.1.4 Training Methods / Techniques

Nadler (1984: 1.16) pointed out that all human resources developmentactivities are aimed at improving the current work performance ofindividuals, training new skills for new jobs or new positions in the future,

and enabling individuals and organizations to grow together to achieve thecurrent and future goals of the organization In general, organizations canchoose two different methods to train and develop employees' skills Theseare on-the-job training for the staff of the Organization when performingregular work in the same duty station, while on-the-job training includesremoving staff from their normal working environment, so all emphasis will

be on training Examples of on-the-job training include but are not limited tojob rotation and transfer, training and/or counsellors On the other hand,examples of out-of-work training include meetings, role-playing and manyother examples detailed below Armstrong (1995) argues that on-the-jobtraining may include teaching or training at a desk or bench by a moreexperienced person or coach Different organizations are motivated toimplement different training methods, for example, for several reasons; (1)according to the organization's strategy, objectives and available resources,(2) according to the needs determined at that time, and (2) the trainedtarget group may include individual workers, teams, teams, departments orthe entire organization

2.1.4.1 Job rotation and transfers

According to Mccourt & Eldridge (2003, p 356), rotation and mobility, as away to develop the skills of employees within an organization, involve thetransfer of employees from one formal responsibility to another, such astaking up higher-level positions in the organization and moving from onebranch of the organization to another For example, mobility may involve thetransfer of staff from one country to another Such rotation and mobilityenable staff to understand various activities within the Organization and theexisting differences in different countries in which the Organization operates.The knowledge acquired by the selected staff for this method is beneficial tothe organization because it can increase the competitive advantage of theorganization

2.1.4.2 Coaching and/or mentoring

This involves having more experienced employees train less experiencedemployees (Devanna, Fombrun & Tichy 1984; McCourt & Eldridge 2003, 256;Torrington et al 2005, 394-395) Torrington et al (2005, 394-395) pointedout that mentors have many advantages in developing responsibilities and

building relationships This method is usually applicable to fresh graduateswho are recruited in the organization by sticking to their mentor who may betheir direct manager or another senior manager However, this does notmean that older staff are excluded from this training and developmentmode It is mainly emphasized for newly recruited personnel in theOrganization.

2.1.4.4 Conferences

As a training and development method of L, it involves many people todemonstrate to many audiences When a group of staff receives a largenumber of audience training on a specific topic at the same time, it will bemore cost-effective However, this approach is unfavorable because it is noteasy to ensure that all individual practitioners have an overall understanding

of the topic; Not all trainees follow the same speed in the training course;The focus may be on specific practitioners, who seem to understand fasterthan others and thus lead to the training of other individuals

2.1.4.5 Role playing

Include training and development of technology to capture and providedecision-making for trained staff In other words, this method allowsemployees to provide work scenarios It involves raising problems andsolutions, such as discussions in an organization Students are provided withsome information related to the description of roles, interests, goals,responsibilities, emotions and many other information The following is ageneral description of the situation and problems they face Practitioners arethere when they are required to play a role This method is more effective

when carried out in a stress-free environment, or it is minimized instead tofacilitate easier learning This is a very effective training method for manytypes of employees, such as those in the sales or customer service fields,managing and supporting employees.

2.1.4.6 Formal training courses and development programmes

The following are some methods that can be used to develop the skillsneeded in your organization These courses and programs are usually a set

of defined and known programs, in which the content, duration and alldetails of the training courses are obvious to the organization and thetrained staff Unlike informal training programs and programs, formaltraining programs and programs can be planned earlier or evaluated Staffmembers can conduct these courses and programs when they arecompletely off duty for a period of time or when they are present on a part-time basis These procedures can be held within the organization (within) oroutside the work No job is considered more efficient because employees arefar away from the workplace and they are completely focused on training.According to the necessary knowledge, organization structure and policies,trainers can also visit inside the company or outside the organization

2.1.5 Training Evaluation

The final step in training and development is to evaluate the entiretraining plan The evaluation process is very important because the trainingcourse has many goals to achieve on Setxlix Therefore, the evaluationprocess is conducted at the end of the training plan The evaluation provided

an opportunity to review and conduct a cost-benefit analysis of trainingprogrammes This is accomplished by comparing the training results with theobjectives of the training and development program that have been setbefore the program starts The criteria used to evaluate training anddevelopment programmes depend on the objectives set If multiple criteriaare used to evaluate training, it will be more effective (Ivancevich, 2010).Others believe that a single criterion such as the degree of transfer oftraining to work performance is sufficient or satisfactory for evaluation This

is the case, for example, when the main purpose of programmed training is

to improve staff performance in order to increase productivity

According to the recommendations of Dessler (2008), there are fourbasic types of training program results:

(1) the students' response to the evaluated course; One example iswhether they like this program They think it is worth their time, energy andefforts

(2) In terms of learning, students are given some kind of test toknow whether they have learned the principles, skills and facts they shouldlearn

(3) Find out whether the trainee's behavior at work will change due

to the training plan And

(4) Find out whether the goals set before the training have beenachieved?

This last item seems to be the most important Although the firstthree are important, training programmes must achieve measurable results

in order to achieve the goals stated in the goals

In addition, it is important that both organizations and trainers shouldestablish a favorable working environment so that trainees can practice thenew behaviors learned during the training process This must be stronglysupported by the intern supervisor to ensure that the new behavior isimplemented and becomes a normal working life To this end, supervisorsand managers must attend the training program from beginning to end byvisiting the trainees throughout the training process, but more importantly,

at the last planning meeting, the trainees must show their commitment toother things to do after returning to work However, please note that sincetraining cannot solve the problems that led to training from the beginning,the results may be very poor Therefore, training must be evaluated bysystematically recording the training results to understand how learnersactually return to work and the correlation between these behaviors andorganizational goals In order to thoroughly evaluate the effectiveness orvalue of training, Cascio (2008) suggested that it is necessary to find theanswers to the following questions:

(1) Has there been any change?

(2) Was the change caused by the training plan?

(3) Was the change positively related to the realization of organizationalgoals?

(4) Would there be similar changes in the new entrants to the program? These problems give clues to problems that must be measured after atraining program Changes caused by training must be measured in terms ofproductivity, quality, improvement and reduction of income or accidents.Cassio agreed with Dessler in the four training program areas/categories(reaction, learning, behavior and results) that must be evaluated.

2.1.6 Benefits of Training

According to Mullins (2007), the purpose of training and development is toimprove knowledge and skills and change the attitudes of trainees.Therefore, training has become one of the most important potential drivers,

so training and development programs will bring the following benefits:improving staff confidence and commitment; It provides the necessaryrecognition and increases the responsibility that may lead to salary increasesand promotions This is especially true in organizations where Paylii hasincreased and advertised according to the results of performance evaluation.Confidence is accompanied by satisfaction and personal achievement Thiscan further expand career development opportunities; Training anddevelopment have improved the availability, quality and skills of staff

The benefits of systematic training and development to the organization, asanalyzed by Cole (2004), include: providing skilled human resources for theorganization; (just like Mullins' fourth point); More employees promise(Mullins' first point); Improving customer service; In order to improve workperformance as a result of improving overall productivity

From the above, we can see quite clearly that training and development are

a very important factor in the process of improving organizationalperformance and personal efficiency, which eventually leads toorganizational capability As a result, training has narrowed the gapbetween what should have happened and what is happening That is, theexpected goals or standards and the actual level of activities Therefore, anorganization promotes the learning, growth and development of eachemployee and must be trained as an integral part of the organization'sbusiness strategy However, this seems to be lacking at Accra Institute ofTechnology Other benefits to be accumulated from training anddevelopment are: reducing the need to supervise employees or subordinates

so that managers can focus on their other departments; Improve jobsatisfaction; Reduce staff rotation and waste

Although the benefits discussed above are not exhaustive, they providetraining and development needs for polytechnics

2.2 The Components Of Training Impact Employee Performance

2.2.1 Training Needs Assessment

The Training Needs Assessment is also known as determining the trainingobjectives or terms of reference that need to be achieved whenimplementing the training program The systematic conduct of trainingneeds assessments is an important first step towards training programdesign and can significantly affect the overall effectiveness of the trainingprogram (Goldstein and Ford, 2002; Zemke, 1994), affecting employeeperformance (Wagonhurst, 2002) According to Buckley and Caple (2000),there are 5 benefits of Training Needs Assessment: (1) Control of the level ofteaching too much or too little, training too little inadequate does not work

In the meantime, if too much training causes an overload that leads to notfully absorbing, not promoting creativity (2) Design course orientation,facilitate better training assessment (3) Clarify training objectives to refer totrainers and trainees (4) Evaluate employee's better performance based onexpected skills, knowledge, and attitudes of trainees who attend the trainingcourse (5) Confirm more rationally the relationship between training needsand training In addition, a systematic training needs assessment will be thebasis for the design, development, delivery, and evaluation of the trainingprogram, which can be used to identify some of the features that areimportant for implementation and evaluation of training programs Thestudent's expectations for the training goals are reached at the end of theprogram; Conditional learners to demonstrate what they have learned intraining programs and the standards they must meet with their level ofability and understanding are one of the factors for evaluation trainingneeds (Buckley and Caple, 2000) Here is the basis for making thehypothesis:

H1: Training needs assessment has a positive impact on the performance of the quality control department staffs of SDV Company

2.2.2 Training commitments

Commitment to training is the employee's own perception of the trainingprogram made from the organization's training commitment to theemployees through their attitudes and behaviors, and at the same timeimage of the organization's training commitment to employee training(Saiyadain, 1994) Therefore, the training commitment includes effective andspecific targeted training programs that are highly capable of meeting theneeds of employees and the organization because all training programs arereal It is practical and related to problems that arise in the workenvironment, so employees can self-test techniques they learn from on-the-job training programs (Saiyadain, 1994) Investing in human resources canoccur through formal training in an organized environment or it may beinformal such as self-training Training programs can be expensive financially

to design and implement, which is one of the reasons why smallorganizations may be afraid to provide training, leading to no or lesscommitment to training If the managers invest in time, finance, and humanresources for training, it will help employees increase conflict resolutionskills, which develop good goal setting skills, skill setting plan (Hartenian,2003) The hypothesis is given:

H2: Commitment to training has a positive relationship to the performance of the quality control department staffs of SDV company

2.2.3 Training contents

Training content can be classified into two broad categories: human skillsand technical skills (Poon and Othman, 2000), which are very important indesigning the training program Agree with Poon and Othaman, 2000;Menguin, 2007 states that when an employee is trained in skills, he/she isprovided with the foundation knowledge to perform technical skills, theability to fulfill job objectives, and help others more easily as a guide,advising superiors, assisting colleagues to develop better, employees havethe opportunity to acquire new technology, improve their professional skills,especially for new employees Therefore, hypothesize is as follows:

H3: Training content has a positive impact on the performance of the quality control department staffs of SDV Company

2.2.4 Training methods

Training method is an appropriate way used to convey training contentbetween the teacher and the learner in order to achieve the trainingobjectives (Poon and Othman, 2000) There are many training methods todevelop human resources, depending on the training content, theorganizations implementing the training program will have a method or acombination of corresponding training methods (Poon and Othman, 2000) .Each method has its own advantages and disadvantages, so the organizationneeds to choose methods that suit the work conditions, the characteristics ofthe employees and the organization's financial resources, especially inaccordance with internal training content Currently, Vietnam and manycountries around the world often apply the following main training methods:(1) Direct training at work; (2) Training in the form of simulation; (3) Training

in the form of a team-group; (4) Distance training; (5) Training in the form ofconsulting; (6) Training in the form of a workshop; (7) Training in the form oforganizing field trips; (8) Training methods in a formal form The hypothesis

1994 are commonly used (Van Buren et al., 2002) Proposed hypothesis:

H5: Training evaluation has a positive impact on the performance of the quality control department staffs of SDV Company

H4H5

CHAPTER 3: RESEARCH MOTHODOLOGY 3.1 Research Design

The study uses quantitative research methods, using analyticaltechniques: descriptive statistics, EFA analysis and discovery, regressionmodel The scale of the independent and dependent variables is designedaccording to Likert 5, based on previous studies of Goldstein and Fordstudies; Buckley and Caple; Poon and Othman; Saiyadain; Wagonhurt;Hartenian; Karkpatrick; Campbell et al; Schnerider

Sample: Subjects of the study are full-time employees in the qualitycontrol department at Samsung Display Vietnam, who have attendedtraining classes The convenient sampling period is 2 months

3.2 Building questionnaires and encoding scale

The questionnaire was quantified by the researcher on a 5level Likert scale (1 strongly disagree up to 5 - Strongly agree) based on previous studies with the factorsproposed in Research model includes: Training Needs Assessment, TrainingCommitment, Training Content, Training Methods and Training Evaluation Thequestions are selected based on simple and easy-to-understand criteria Complexquestions will confuse respondents and get them wrong The questionnaire wasdivided into two main parts Before starting on the main survey A screening question

-is done to screen the right audience that -is

Have you participated in company training programs for employees?

A Yes

B No

Those who choose answer A please continue to the next survey questions And forthose who have not attended any of the company's training courses, please stop thesurvey

 The first part contains questions designed by researcher to collect informationabout the demographics of survey participants

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 The second part relates to the research model factors including: Training NeedsAssessment, Training Commitment, Training Content, Training Methods,Training Evaluation and Performance Variable employee's work.

Below is the questionnaire and the scale coding:

The training program has created asupportive working environment to help

I feel a need for training because I want

to gain knowledge after training TNA_1 Goldstein

& Ford,2002

I feel a need for training because I want

to gain the required professional skillsafter training

TNA_2

I feel a need for training because of thedesire to gain problem-solving skillsafter the training

TNA_3

I feel a need for training because of thedesire to gain communication skills aftertraining

TNA_4

I see the need for training because thetraining objective is the basis for theperformance evaluation

TCM_1

Hartenian,2003The company is committed to training

training programs that are very suitablefor my actual work

TCM_2

The company is committed to trainingbecause through the training program ithelps employees to apply well trainedtechniques in their work

TCM_3

The company is committed to trainingtraining programs from which I canlearn and share experiences from othermembers

TCM_4

Training The training content provides the TCT_1

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contents foundation for me to show off my

professional skills

Poon &Othman,2000

Training content helps me improve myskills to absorb new technology

TCT_2

Training content helps me increaseproblem solving skills at work TCT_3The training content is the basis for me

to evaluate the training program so that Ican adjust my company's trainingpolicy

TCT_4

Training

methods The method chosen for trainingprograms is appropriate TM_1 Poon &

Othman,2000

The type of training I have taken isapplicable for the job after training TM_2The right training method helps me

TE_1

Arthur &Bennett,2003

The training assessment must havefeedback on the trainees' opinions aboutthe training program

TE_2

The training evaluation must have cleartraining objectives because trainingchanges employee behavior related tojob performance

TE_3

3.3 Methods of sampling and data collection

3.3.1 Methods of collecting primary data

The method of collecting primary data for the study was directly collected by theresearcher from a survey of quality control staff at Samsung Display Vietnam Data iscollected by distributing online questionnaire on Google Form

3.3.2 Sample size

According to Hair et al (2014), the sample size must have a minimum of 100observations and the sample size must be 5 times higher than the number of observedvariables In this study with a total of 22 observed variables, the researcher applies themethod of calculating the sample size of Hair et al., The minimum number of samplesneeded is: 22 x 5 = 110 samples The researcher distributed the online survey to 170

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quality control staff and obtained 167 valid online surveys As such, the number ofsamples exceeds the minimum sample size and is considered eligible for analysis.

3.4 Analyzing Data Plan

3.4.1 Reliability analysis by Cronbach’s alpha

Reliability refers to the consistency between multiple items that measure a variable.According to Hair et al (2014), the purpose of this assessment is to ensure that theitems used to measure a variable are internally consistent and do not conflict with eachother Kronbach's alpha is widely used to measure the reliability of a variable Thevalue of alpha is between 0 and 1 Acceptable values mean that all items in a variableare consistent in the range of 0.5-1 Although the higher the value, the higher the trust,there may be duplication Therefore, it is better if alpha is between 0.5 and 0.95 Alphabelow 0.5 can be regarded as poor reliability

3.4.2 Exploratory Factor Analysis – EFA

Factor analysis is used to reduce variable sets to fewer meaningful variable sets.According to hair et al (2014), exploratory factor analysis is a common technique forfactor analysis It defines groups between variables Decoster (1998) said that it wasused to determine the factors that affected variables and to analyze which variables

"came together."

Research on hair and others (2014) The following possible assessments of factor loadswere made:

• A range of 0.3 to 0.4 is considered the lowest level of interpretation

• Load factors equal to or higher than 0.5 are considered to be significantly correlated

• If the load factor is higher than 1.7, the structure is considered well defined

The value of the factor load must depend on the sample size It is consideredmeaningful to have different factor load values for each sample size (Hair et al., 2014).The sample sizes required for each element to load are shown in the following table:

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Guidelines for Identifying Significant Factor Loadings

Based on Sample size (Hair et al., 2014)

Kaiser-Meyer-Olkin (KMO) is used to consider the adequacy of factor analysis Kaiser(1974) outlines an assessment of the KMO index as follows:

Bartlett test is a measure that compares the correlation matrix with the identity matrix

If Sig Bartlett's test is less than 0.05, the observed variables have correlation

3.4.3 Regression analysis

Regression analysis is a statistical method that enables researchers to determine therelationship between multiple variables It examines the degree of influence ofindependent variables that affect a single dependent variable Regression has a strongeffect because it shows which factors predict dependent variables and how dependentvariables are affected by different independent variables

DeCoster and Claypool (2004) proposed the following general form of multipleregression model:

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Y = a +β0 + ββ0 +β0 + β β1Xi1 +β0 + β β 2Xi2 +β0 + β … +β0 + β βkXik +β0 + β ε

In which:

• Y: dependent variable

• Xi: independent variables

• a: the intercept

• ε: the error term

The first step of regression analysis is to test multicollinearity, that is, there is someinteraction between independent variables Therefore, VIF test is necessary to ensurethat there is no linear relationship between independent variables To avoidmulticollinearity, the VIF value of the factor should be less than 2 If it is higher than

2, it must be removed from the model

Multivariate R, also known as decision coefficient, is a measure of the strength of theoverall linear relationship in multivariate regression It presents the dependent variablequantity explained by independent variable in multiple regression

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CHAPTER 4: RESULTS AND DISCUSSION 4.1.Overview about Samsung Display Vietnam

4.1.1 General introduction

SDV.

District, Bac Ninh Province.

Established in July 2014, Samsung Display Vietnam Co., Ltd is a subsidiary of Samsung Group (Korea), specializing in manufacturing LCD screens, OLEDs for phones, watches, tablets, and televisions with a total investment of 6, USD 5 billion with capacity of 160 million products / year This is the world's first and only manufacturer of flexible screen (OLED) products in Vietnam Number of employees: 45 000 employees (2018).

SDV is a subsidiary of Samsung group, so it is always working towards 5 core values of Samsung, which are:

SDV specializes in manufacturing high-tech products that are the first flexible screens in the world such as Oled, Flecxible, TV screens (UHD, UHD / QUHD), watches, tablets SDV currently is the main AMOLED screen supplier for the new Apple iPhone X, Oppo.

In the future, SDV is moving towards the ideas of environmentally friendly QLED screens, as well as the idea of an interactive touch screen anywhere As a world leader in the production of LCD & AMOLED displays for electronic products, SDV is conducting research and development activities

related to the manufacture of displays and provision of services assembly, processing, marketing, with a youthful, dynamic and professional working environment, where employees have many opportunities for advancement and improvement of their ability to master technology steadily go up in the 4.0 era.

4.1.2 Training strategy of Samsung Display Vietnam

At Samsung, people are always considered the most important factor Therefore, the company always pays special attention to human resource development and training programs with the goal that each Samsung employee

is not only good at expertise, but also has extensive cultural and social knowledge.

Employee training has always been considered an important annual issue

at Samsung Samsung always devotes budget to organize internal training programs to help improve the quality of personnel This is one of the enterprises contributing to solving the problem of the shortage of skilled and high-skilled human resources.

At Samsung Display Vietnam, during the early period of development in Vietnam, we encountered an extremely difficult problem That is the human resource in Vietnam that lacks professional technical qualifications Not only Samsung, but this is the common situation for electronics - technology manufacturing enterprises in Vietnam such as Intel, IBM, BOSC, That is also the reason that Vietnam attracts a few FDI sources for light outsourcing, electronic assembly, At many meetings and discussions with foreign businesses, the shortage of human resources is always a topic that makes businesses seem very worried.

And to deal with it, Samsung has come up with a new human resource training strategy in the Vietnamese market It is self-training of high quality human resources Samsung's training strategy is as follows:

That is to offer diverse human resource training programs suitable for Vietnamese people to increase productivity and work efficiency It is not only a training program for new employees but also for the entire staff during previous

work The training content focuses on relevant skills and knowledge in the business and at the same time organizes periodic extracurricular activities to promote business engagement with employees.

And so far, Samsung Display Vietnam is the strongest manufacturing subsidiary in the world In Vietnam, Samsung accounts for an average of 33%

of the market volume.

This is the most feasible human resource training strategy It helps Samsung produce a highly productive army, engage with the business, and help employees have the opportunity to learn more, develop themselves in the future.

Samsung Display Vietnam organizes internal in-company training programs to help employees understand the corporate culture and working processes here The content is compiled in accordance with the way businesses operate in Vietnam.

The content of training high-quality human resources focuses on: knowledge, skills relevant to the company's production - business activities, electronic and technology development trends that are always updated in the program Teaching.

Samsung also organizes joint teaching and training in related occupations for workers and employees to meet professional skills At the same time, organizing internship training links right at Samsung for employees, helping to apply the learning knowledge right at the workplace.

Training support programs such as Samsung Talent Program is one of the training programs to help provide effective human resources for Samsung R&D centers.

4.1.3 Functions and responsibilities of the quality control department

- Activities to control and evaluate product quality prior to shipment

- Supervise and inspect product quality according to each production stage

- Promptly detect problems that arise in the production process, find out the causes and offer solutions to handle