Luận văn thạc sĩ Quản trị kinh doanh: 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 QUOC GIA HÀ NOI KHOA QUAN TRI VÀ KINH DOANHNGUYEN NGAN HA SERVICE QUALITY AND CUSTOMER SATISFATION OF TRAINING PROGRAMS AT THE CENTER FOR MANAGEMENT TRAINING & CONSULTING, HANOI

Introduction of the Center for Management Training & Consultancy,

Introduction of Hanoi School of Business and Management,

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

- Address: No 144 Xuan Thuy Street, Cau Giay District, Hanoi

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

Founded in 1995 by Prof Dr Nguyen Van Dao, a respected educator and the inaugural director of VNU, HSB has established itself as a leading and reputable educational institution in Vietnam, specializing in MBA and executive training programs.

On July 13, 1995, the Director General of the Vietnam National University, Hanoi, issued Decision No 252/TBBC, officially establishing the Hanoi School of Business as a part of the 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 over 21 years, HSB has been committed to evolving into a prominent and reputable brand in interdisciplinary business and management training This effort has involved dedicated contributions from generations of lecturers, students, and staff, aiming to extend HSB's influence both regionally and globally.

HSB is the first and only business school in Vietnam to achieve full academic autonomy and financial independence since its establishment in 1995 Relying solely on alumni donations and tuition fees, HSB has developed a robust academic foundation and modern facilities that meet international standards Over the past 21 years, the school has garnered support and encouragement from national leaders and the Vietnam National University Hanoi, solidifying its esteemed reputation in the education sector.

On the 29th, numerous government leaders were welcomed, including His Excellency Le Kha Phieu, the former Party General Secretary; His Excellency Nguyen Phu Trong, the former General Secretary of the Hanoi Party Committee and current party leader; and His Excellency Vu Khoan, the former Deputy Prime Minister.

HSB's rich history is characterized by a deep respect for educators and a strong spirit of innovation and community These cultural values have drawn exceptional teaching professionals, including renowned academics and management experts, who enhance HSB's specialized training programs By incorporating the latest teaching technologies, these programs empower participants to acquire essential knowledge and elevate their professional skills.

The history of HSB has been shaped by the invaluable support and friendships of sponsors and distinguished international lecturers who have contributed to HSB's research and teaching efforts, demonstrating their affection for Vietnam and a commitment to assisting 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.

HSB provides education and training for leaders, executives, and professional managers in both the public and private sectors in Vietnam The institution plays a vital role in researching, developing, and applying interdisciplinary management sciences, contributing significantly to the advancement of management practices in the country.

Core Values Innovation, Pioneering and Quality are core values that HSB condiders as basement and driving force of any development of the organization.

Centre of Corporate Training and Consultancy (HCC)

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

The Center of Corporate Training and Consultancy (HCC) at the Hanoi School of Business and Management (HSB) - Vietnam National University, aims to equip CEOs, senior leaders, and managers from both domestic and international corporations with essential training and consulting services In today's competitive landscape, participants seek to enhance their knowledge and skills to emerge as leading business figures Furthermore, HCC serves as a vital resource for foreign investors, offering crucial insights before they commit to long-term investments in Vietnam.

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

- Business activities: providing corporate training courses

HCC is dedicated to delivering top-quality courses that cater to both specialization and exceptional service Based on thorough surveys and analyses of the actual needs of enterprises and individual learners, HCC customizes its courses to address the unique requirements of each trainee This tailored approach has proven successful in equipping participants with the knowledge and skills necessary to enhance their own businesses.

Table 2.1 Training courses providing by HCC

= Strategy Management = Finance and Accounting

Human resources Management Investment & Securities

Changes Management Train the trainers

Source: Hanoi School of Business and Management’s website

Lecturer, teaching methods and services

HCC boasts a faculty of distinguished experts and accomplished leaders, including Associate Professors with PhDs who possess extensive teaching experience and practical knowledge across various fields Utilizing advanced training methods, HCC's courses are highly regarded for their incorporation of real-world case studies and discussions, equipping participants with effective solutions to the challenges they face in their businesses.

The system assesses the training quality of both trainers and trainees, with timely reports provided by the Mama OS Division staff after each school day This ensures that the courses remain up-to-date and aligned with practical learning needs, delivering the most suitable educational experience.

The classrooms are designed according to the international standards including computers and modern equipment being served during study and

33 research Additionally, students will be supported to search online and to access HSB's library for reference and to find necessary information.

HCC has established strong partnerships with numerous prominent companies in Vietnam, including Vietnam Posts and Telecommunications Group (VNPT), Mobifone, Vietnam Cement Industry Corporation (VICEM), and Bank for Investment and Development of Vietnam (BIDV) Other notable collaborations include Song Da Corporation, TECHCOMBANK, VINACOMIN, HABECO, Vietnam Airlines, Prime Group, Vin Group, Sun Group, Electricity of Vietnam Corporation (EVN), VIETCOMBANK, Vietnam Oil and Gas Group (PV), AGRIBANK, and Vinataba Cigarette Corporation.

The situation of customer satisfaction with training services at Center

2.2.1 Program Designing This factor is evaluated by 06 contents as Logical amount and arrangement; Logical total duration of the program; Logical class timeline, Appropriate content; Usefulness and Application.

In general, research result has shown that learners are happy with almost contents of Program Designing except for Usefulness and Application

Figure 2.2: Usefulness of Program Designing

Despite 50% of respondents expressing agreement with the program's usefulness, 8% disagree, with 2% strongly opposing this view Additionally, 30% rate the program's usefulness as average However, the HCC standard indicates that over 60% of learners should find the program beneficial, highlighting a gap in perceived effectiveness among participants.

At HCC, our corporate training programs are developed in collaboration with the training management department of the client company, focusing primarily on their requirements This approach often limits instructors' ability to adapt the curriculum, which can lead to a disconnect between the program content and the actual needs and preferences of the learners.

2.2.2 Lecturers Team This factor 1s evaluated by 04 contents as: Professional knowledge, Appropriate methodology, Conducting useful lecture, Appropriateness of case study and activities.

The findings indicate that over 70% of respondents agree or strongly agree that professional knowledge, appropriate methodology, and effective lecture delivery are crucial factors in educational success However, the results regarding the appropriateness of case studies and activities reveal a different trend, as illustrated in the accompanying chart.

Figure 2.3: Appropriateness of case study and activities

Only 21% of respondents strongly agree and 26% agree that the case study's appropriateness is high, indicating a total of 47% in favor In contrast, 5% strongly disagree and 8% disagree, highlighting a significant portion of respondents who do not find the program useful These figures fall short of the HCC standard, which requires a minimum of 60% agreement to be considered above average.

At HCC, our lecturers are not official staff but rather experts, CEOs, directors, and managers from leading companies, bringing valuable experience and knowledge to enhance learner satisfaction However, their busy schedules make it challenging to coordinate their availability, and preparing tailored case studies and activities for specific companies can be time-consuming As a result, this sometimes leads to the omission of these essential components, significantly impacting learner satisfaction.

Training notes are assessed based on three key criteria: the timely distribution of soft copies prior to lectures, the provision of high-quality printed copies, and the inclusion of useful, up-to-date information within the training materials.

Research indicates that the majority of respondents agree that soft copies of training notes are provided prior to lectures and that the printed materials are of high quality However, the feedback regarding the training notes containing useful and up-to-date information was not as positive.

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

Although there are only 2% of respondents strong disagree and 4% of them disagree with the statement, 60% consider that the updates and usefulness of information in training notes are just average.

Training programs are crafted by the center, but the training notes are often edited by lecturers, leading to discrepancies between the program outline and the actual notes provided Due to time constraints, lecturers may overlook the need to review and update these notes Consequently, learners desire comprehensive and current lecture notes for their future reference and study at home.

2.2.4 Suportive Service This factor is evaluated by 05 contents as: The quality of HCC’s feedbacks upon requests is high; Class Assistants are professional and

38 affective; Class Assistants are Enthusiastic and devoted; Delicious and timely Tea — break; All staffs of the center are friendly, approachable and supportive.

Research indicates that over 75% of learners express satisfaction with the supportive services provided in the training course, agreeing or strongly agreeing with all related statements.

Supportive Service is a key strength of HSB, particularly HCC, which targets middle and top managers rather than university students or fresh graduates Recognizing that these learners expect high levels of care and attention, HCC has prioritized Supportive Service by recruiting and training dynamic class assistants, ensuring thoughtful management of tea-breaks, and maintaining an approachable demeanor These supportive strategies have been effectively implemented at HSB for an extended period.

10 years It needs to be updated, renewed and added more creative activities.

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

The author conducted a survey to assess the quality of HCC services through questionnaires distributed to learners in training programs These questionnaires were designed based on existing evaluation forms and insights from the center's director, and were reviewed by an instructor prior to distribution Class Assistants facilitated the distribution and collection of the questionnaires from participants in 11 training courses between August and December 2017.

- Number of votes collected: 458 votes

- Invalid number of votes: 13 due to incompleted answers and no contact information for re-examination.

- Number of valid votes: 445 votes.

Thus the sample size and the respondents responded to the questionnaire and ensured the representativeness of the research overall according to the methods in this thesis.

2.3.2 Reliability and validity of the scales

To assess the reliability and validity of the developed scales, the author employed the Cronbach Alpha coefficient This analysis focused on evaluating the reliability of the scales related to the factors under investigation.

Training Facilities (TF), include 3 variables (TFi = 1-3)

The Lecturers Team (LT) consists of four key variables (LTi = 1-4), while Training Notes (TN) encompass three variables (TNi = 1-3) Program Designing (PD) includes six essential variables (PDi = 1-6), and Supportive Services (SS) are represented by five variables (SSi = 1-5) Additionally, Administrative Formalities (AF) feature three variables (AFi = 1-3), and Customer Satisfaction (CS) is measured through three variables (CSi = 1-3).

The author evaluates the reliability of the scale by Cronbach's Alpha for each observed variable These coefficients are shown in the following table.

Table 2.2 Reliability of the scales

Observation variables Cronbach's Remove Note °

2 Lecturers Team (LT) 0.866 No all

Cronbach’s Remove Observation variables Alpha variable Note

The data analysis conducted in 2017 reveals that all factors have Cronbach Alpha coefficients of 0.6 or higher, indicating that they meet the necessary quality standards Consequently, all scales demonstrate sufficient reliability for further analysis.

The exploratory factor analysis (EFA) for six independent variables revealed the extraction of six factors with an Eigenvalue greater than 1 The KMO measure yielded a satisfactory result of 0.793, exceeding the acceptable threshold of 0.6 Additionally, Bartlett's test produced a significant result of 13458.61 with a p-value of 0.000, confirming the suitability of the data for factor analysis.

Table 2.3 Validity of the scales

Kaiser-Meyer-Olkin Measure of Sampling Adequacy .793

Bartlett's Test of 4 Sphericity df 276

Extraction Method: Principal Component Analysis.

Rotation Method: Varimax with Kaiser Normalization. a Rotation converged in 6 iterations.

3.3.3 Survey results Mean value and standard deviation

Table 2.4 Mean and standard deviation

Fl el ob stic | stic Error Error

3 KR BR RW wn fk HP HR HP HR HR BR HP BP WwW HR HP HR HP HR HP HR WwW HP HL LH LK

Improving customer satisfaction solutions

Data analysis reveals four key components of HCC training programs that impact customer satisfaction: the Lecturers Team, Training Notes, Program Design, and Supportive Services Based on these findings, the author suggests several solutions to enhance these areas.

(1) Conducting Training Needs Analysis (TNA)

To enhance learning satisfaction at HCC, it is crucial to conduct a thorough Training Needs Analysis prior to program design This approach ensures that the training content aligns with the expectations of learners and meets the requirements of the customer companies' training management departments.

A Training Needs Analysis (TNA) is a systematic approach to identifying the training requirements within an organization This process aligns training initiatives with the organization's business and development goals, ensuring that employee training is relevant and effective.

A TNA provides information on the training and skills development requirements of learners.

- Identify the gap between current and required levels of knowledge, skills and aptitude

- Identify what the general content of training should be

- Form the foundation of a training plan

- Provide a baseline for the evaluation of a training plan

- Ensure that appropriate and relevant information is delivered

- Ensure that case study and activities are relevant to reality of the customer’s company.

To effectively gather information for Training Needs Analysis (TNA), HCC should employ multiple methods, either independently or in combination, to gain a thorough understanding of the sector's needs Additionally, it may be essential to focus on a sample of the intended member companies, ensuring careful consideration in the selection process.

51 should be taken to ensure that the sample is representative of the wider membership.

Typical methods of collecting information that HCC could apply to run TNA, include:

- Discussions with relevant bodies (trade associations, Chambers of

- Consult with an industry professional body to ascertain their views of the training needs

After identifying training needs, it's essential to analyze and prioritize them effectively Due to potential limitations, it's often impractical to address every learner's needs simultaneously Therefore, the training plan should accommodate a diverse range of learners, ensuring that no single individual's requirements overshadow the collective priorities Additionally, the constraints of available resources for the training course should be considered in the planning process.

To enhance learning satisfaction at the center, it is recommended that HCC expands its lecturers team by inviting experts from customer organizations to co-train alongside current lecturers This collaboration will enrich the training experience and provide valuable insights from industry professionals.

HCC's lecturers possess extensive knowledge and training experience, enabling them to co-design and deliver high-quality lectures effectively While customers' experts may have a deeper understanding of their specific situations and learners, the collaboration allows for valuable knowledge exchange, enhancing the expertise of HCC's lecturer team This synergy ultimately leads to improved educational outcomes and a more knowledgeable faculty.

Following a successful collaboration, positive feedback from learners and observations from HCC's lectures on customer company experts may lead to invitations for those experts to conduct similar programs independently This approach allows the lecturer team to enhance their capabilities both in quality and quantity.

At HCC, our lecturers are not just staff; they are esteemed experts, CEOs, directors, and managers from leading companies These accomplished professionals share their valuable experiences and knowledge not only to enhance their income but also to build their reputation and find fulfillment in being respected by others When they recognize HCC as a place that values and rewards their contributions, their commitment to our training programs deepens As a result, they prioritize lecturing opportunities with HCC and become more actively engaged in the training sessions they lead.

The author would like to suggest some activities that can be applied to reward lecturers:

- Awarding the prize “Lecturer of the Year” for the most dedicated and outstanding lecturer in the year end ceremony of the school.

The "Lecturer Union Party" is organized to foster connections among all lecturers at the center, facilitating networking and the exchange of opportunities This event not only promotes collaboration but also instills a sense of belonging within a prestigious and vibrant community.

- Preparing a resting room with decent furniture for lecturers take a rest during their lunch break

- Being welcomed by the School Board of HSB or the Director of HCC whenever I come to visit and lecture at HSB.

Providing an online account for training notes ensures that learners can easily access their materials anytime and anywhere, reducing the risk of losing important information after a training course This accessibility allows learners to review and deepen their understanding of the content whenever needed, enhancing their ability to apply knowledge in relevant work situations Additionally, it enables lecturers to update training notes, ensuring that learners benefit from the most current information even after the course concludes.

(5) Organizing training programs for Class Assistants

At HCC, class assistants play a vital role as facilitators, enhancing the learning environment and promoting active participation among both lecturers and students Their frequent face-to-face interactions with customers significantly shape perceptions of HSB and HCC To further improve this impact, it is recommended to implement training programs that equip class assistants with essential knowledge and skills.

RecommenndafẽOIS - c1 vn ng TH rưy 55

For Hanoi School of Business and Management (HSB)

The HSB School Board should prioritize enhancing training quality and customer satisfaction over financial efficiency It is essential to elevate the awareness of both lecturers and leaders regarding the importance of customer satisfaction as a key priority for the institution.

Board should consider the task of raising customer satisfaction as the main mission of unit leaders.

HSB can enhance awareness of the significance of its mission by establishing criteria for evaluating lecturers and proposing policies to reward exceptional educators.

To enhance the welcoming atmosphere at HSB, it is essential to implement attractive policies that encourage staff to actively engage in creating a friendly and positive image for all learners and lecturers.

For the center for management training and consulting (HCC)

The establishment of an innovation fund is essential for designing and testing new programs, as updating existing content requires significant time, effort, and financial resources Conducting a Training Needs Assessment (TNA) can be costly, which discourages many clients from investing in it Additionally, the global shift from traditional training to coaching and facilitation methods necessitates that program designers be compensated for their participation in courses that incorporate these new approaches.

Before launching the 55 program to valuable customers, it is essential to conduct thorough testing Offering the program at a lower tuition rate or for free will make it more accessible to the lower segment, allowing for effective assessment of customer satisfaction Given that the revenue generated may not fully cover expenses, financial support from funding sources will be necessary to sustain the program.

Seting up an information management system to manage customers’ information, providing them an account to their library for training notes and updating new technology in working and supporting students.

Promote the numerous benefits and convenience of our training services to customers, highlighting how they can enhance their skills and knowledge Implement attractive mechanisms and policies to incentivize first-time sign-ups for our training courses, ensuring an engaging and rewarding experience for new participants.

1 Conclusions Customer satisfaction is one of the determinants of the existence of a training organization and it helps them to increase their competitiveness in the market Training organization have to understand that in order to achieve success, in order to achieve growth, they have to invest and expand their business areas on the basis of making their customers truly satisfied with the quality of their services The objective of the study was to assess the satisfaction of customers using training services of HCC, thereby determining the components of service quality assessment and the components that affect the satisfaction of customers using training services of HCC In general, the research has achieved the objective of identifying factors affecting the customer satisfaction including: Lecturers Team, Training Notes, Program Designing and Surportive Services The main focus of the research is to propose HCC mechanisms, policies and operational solutions to improve the quality of training services provided and bring satisfaction to customers.

- Conducting Training Needs Analysis (TNA)

- Providing online account for training notes

- Organizing training programs for Class Assistants

If these above solutions be applied uniformly, it will create a strong impact to the customer satisfaction of the center for management training and consultancing in the coming time.

2 Limitations The biggest limitation in this study belong to the research model Specifically, the model just focuses on the role of service quality with customer satisfaction Although many researchers confirm the important role of situational factors and personal factor and other factors directly and indirectly influence the customer satisfaction.

One significant limitation of the research is the sample selection, as the primary survey focused on Vietnamese learners, potentially overlooking the perspectives of foreign learners who participated in training programs offered by HCC.

3 Implications Customer satisfaction is a matter that remains to be studied, especially with the type of intangible services developed such as training program HCC is one of the units of HSB actively developing training services in recent years and has brought many results The author also wishes through the results of research and analysis will help HCC have a basis to improve service quality and customer satisfaction The implementation process, despite many efforts, but within the limited knowledge, study time is not much, so the thesis is difficult to avoid certain shortcomings The author wishes to receive the comments of teachers, colleagues and friends to complete the essay.

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QUESTIONNAIRE IN ENGLISH

I am Nguyen Ngan Ha - an MBA student of HSB-MBA9, in Hanoi School of Business and Management (HSB), Vietnam National University.

I am currently conducting research on the "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" for my graduation thesis I would greatly appreciate your time to answer the following questions related to this topic.

Your responses are essential for assessing the current status of our research Therefore, I eagerly await your detailed and honest feedback Rest assured, all information provided will be kept confidential and used solely for research purposes.

Thanks for your cooperation and help!

Do you participate in training program organized by the center of Management Training and Consultancy?

Please select | of the 2 answers below:

Please evaluate the training service quality of HCC with a Likert scale (from | to 5(, in which:

Classrooms are cleaned, having enough light and

Classrooms’ Facilities such as sound devices and

TF2 visual aids are working properly

TF3 | Toilet are clean and hygienic

LTI | Lecturers have professional knowledge

LT2 | Lecturers have appropriate methodology

LT3 | The usefulness of the lecture

LT4 | The appropriateness of case study and activities

Soft — copy of training notes are sent before the

TN2_ | High quality printed copies

Training notes contain use-full and up-to-date

The amount and arrangement of the modules are

PD2 The total duration of the program is logical

PD 3 | The class timeline is logical

PD 4 | The content is appropriate for r current jobs

PD 5 | The usefulness of the program is high

PD 6 | The application of the program is high

The quality of HCC’s feedbacks upon requests is

SS 2 | Class Assistants are professional and affective

SS 3 | Class Assistants are Enthusiastic and devoted

SS 4 | Delicious and timely Tea - break

All staffs of the center are friendly, approachable and

AF 1 | tuition fees, etc.) are simple and convenient

Learners' requests are dealt with in a timely and

Student's complaints are timely resolved by the AF3 | school

My expectations before using training programs of ae HCC have been met

I feel happy when I am attending the training

CS2 program cs3 | lamcompletely satisfied with the training program

Please provide some personal information (if possible):

Name? oo cece c cece cc ccc cece cece eeeeeeeceeeeeececeeeeeeeeeeeeanneeeeeeauneeeeees Email: ccccceceeceeececceceecccecccccececccccceeeeeeeeeeeeeeeecceeeeceeeeeeeeeeeeeeeeeuaauaness

Sincerely thanks and wish you health, success!

QUESTIONNAIRE IN VIETNAMESE 66 APPENDIX 3 RESULT ANALYSIS ccssscssssssssssssssssssssssssssssssseseness 70

Tôi là Nguyễn Ngân Hà — Cao học viên của lớp HSB-MBA9, Khoa Quan tri và Kinh doanh (HSB), Đại học Quôc gia Hà Nội.

Hiện tại, tôi đang tiến hành nghiên cứu về chất lượng dịch vụ và mức độ hài lòng của khách hàng đối với các khóa đào tạo tại Trung tâm Đào tạo và Tư vấn Quản trị Mục tiêu của nghiên cứu là đánh giá sự hài lòng của học viên, từ đó cải thiện chất lượng dịch vụ đào tạo.

Khoa Quản trị & Kinh doanh, Đại học Quốc gia Hà Nội, đang tìm hiểu thực tiễn vấn đề để phục vụ cho luận văn tốt nghiệp Tôi rất mong anh/chị dành chút thời gian để trả lời một số câu hỏi dưới đây.

Xin lưu ý rằng câu trả lời của anh/chị sẽ là cơ sở để tôi đánh giá thực trạng của vấn đề nghiên cứu Tôi rất mong nhận được những câu trả lời chi tiết và trung thực từ anh/chị Tất cả thông tin liên quan chỉ được sử dụng cho mục đích nghiên cứu và sẽ được bảo mật hoàn toàn.

Trân trọng cảm ơn sự hợp tác và giúp đố của các anh/chị!

Bạn có tham gia khóa học do Trung tâm Đào tạo và Tư vấn Quản trị, Khoa Quản trị & Kinh doanh, Đại học Quốc gia Hà Nội tổ chức không?

Xin vui long chọn | trong 2 câu trả lời dưới đây:

Có > Chuyên sang câu hỏi số 2

Anh/chị vui lòng đánh giá 06 đặc tính đánh giá chất lượng dịch vụ training của HCC theo thang điêm từ 1 đên 5, trong đó:

66 hóa Nhân tô Thang diém Mã

TF | Cơ sở vật chất 1/2/3/4/5

TF1 | Phòng học sạch sẽ, thoáng mát và sáng sua

TF2 Thiét bi phong hoc nhu 4m thanh, hinh anh tét

TE3 | Nhà vệ sinh sạch sẽ

LT | Đội ngũ giảng viên 1|2|3|4|5

LT1 | Giảng viên có kiến thức chuyên môn tốt

LT2 | Giảng viên có phương pháp giảng dạy phù hợp

LT3 | Tính hữu ích của bài giảng tốt

LT4 | Case study và các hoạt động trong lớp phù hợp

TN | Tài liệu học tập 112|314|5

Tài liệu bản mềm được gửi cho học viên trước

TN2_ | Tài liệu in có chất lượng tốt

TN3_ | Tài liệu mang thông tin hữu dụng và cập nhật

PD | Thiết kế chương trình 112|3|4|5

Các học phần được bố trí sắp xếp thời lượng và thứ

PD 2 | Tổng thời lượng của chương trình hợp lý

PD3 Thời khóa biếu chương trình hợp lý

PD 4 | Nội dung phù hợp với công việc hiện tại của bạn

PD 5 | Tính hữu dung của chương trình cao

PD 6 | Tinh ứng dụng của chương trình cao

SS Dich vu hỗ trợ

Chat lượng phản hồi của trung tâm với các ý kiến của

SS 2 | Trợ lý lớp hỗ trợ hiệu quả & chuyên nghiệp

SS 3 | Trợ lý lớp tâm huyết, nhiệt tinh

S54 | Tea- break phục vụ đúng giờ, ngon miệng

Tất cả các nhân viên trong trung tâm đều vui vẻ, thân

SS 5 | thiện, nhiệt tình hỗ trợ

AF_ | Thủ tục hành chính

Các quy trình hành chính (Cấp chứng chỉ, bảng điểm,

AF 1 | đóng học phí, ) thuận tiện và đơn giản Ý kiến của người học nhận được phản hồi nhanh

AF 3 | Khiếu nại của học viên được đáp ứng đúng thời hạn

CS | Sự hài long của khách hàng

Những kỳ vọng của tôi trước khi tham dự khóa hcoJ CS1 cua HCC hiện đã được dap ứng

Cs2 | Tôi thấy vui trong thời gian tham dự chương trình | |

CS3_ | Tôi hoàn toàn hai lòng với chất lượng chương trình | |

Anh/chi vui lòng cho biét một sô thông tin ca nhân (nêu có thê):

Xin chân thành cảm ơn và kính chúc anh/chi sức khóe, thành công!

/SUMMARY=TOTAL MEANS VARIANCE COV CORR.

[DataSetl] C:\Users\Nguyen Ngan Ha\Google Drive\Luan van\Luan van

Hann\Processing\Su-hai-long-_HSB 2018.sav

Total a Listwise deletion based on all variables in the procedure.

Cronbach's Alpha Based on Cronbach's Alpha Standardized Items N of Items

Mean Minimum Maximum Range Minimum Variance N of Items

PS Deleted Item Deleted Correlation Correlation Item Deleted

/VARIABLES=LT1 LT2 LT3 LT4

Maximum / Mean Minimum Maximum Range Minimum Variance N of Items

Scale Mean if Item Scale Variance if | Corrected Item-Total Squared Multiple Cronbach's Alpha if

Deleted Item Deleted Correlation Correlation Item Deleted

[DataSet1] C:\Users\Nguyen Ngan Ha\Google Drive\Luan van\Luan van

Hann\Processing\Su-hai-long-_HSB_ 2018.sav

Item Statistics pean sic Deviation | ON

Maximum / Minimum Maximum Range Minimum Variance N of Items

Scale Mean if Item Scale Variance if | Corrected Item-Total | Squared Multiple Cronbach's Alpha if

/VARIABLES=PD1 PD2 PD3 PD4 PD5 PD6

Hann\Processing\Su-hai-long-_HSB_ 2018.sav

Cronbach's Alpha Standardized Items N of Items

Scale Mean if Item Scale Variance if | Corrected ltem-Total | Squared Multiple Cronbach's Alpha if

/VARIABLES=SS1 SS2 SS3 SS4 SS5

Scale Mean if Item Scale Variance if | Corrected Item-Total Squared Multiple Cronbach's Alpha if

Scale Mean if Item Scale Variance if | Corrected ltem-Total Squared Multiple Cronbach's Alpha if

[DataSet1l] C:\Users\Nguyen Ngan Ha\Google Drive\Luan van\Luan van Hann\Processing\Su-hai-long-_HSB 2018.sav

LÔ | an | Sic Deviation | CN —|

LP== Deleted Item Deleted Correlation Correlation Item Deleted Pe

| Mem | variance | S6Devaion | _N of tems

/VARIABLES TF1 TF2 TF3 LT1 LT2 LT3 LT4 TN1 TN2 TN3 PD1 PD2 PD3 PD4 PD5 PD6

SS1 SS2 SS3 SS4 SS5 AF1 AF2 AF3

/ANALYSIS TE1 TF2 TF3 LT1 LT2 LT3 LT4 TN1 TN2 TN3 PD1 PD2 PD3 PD4 PD5 PD6

SS1 SS2 SS3 SS4 SS5 AF1 AF2 AF3

/PRINT INITIAL CORRELATION SIG DET KMO EXTRACTION ROTATION

|| tet | reo | rra | urs | ure {urs | ura | rt | TN2 | TN3 PD3 | PD4 | Pos E1 SS3 | sS4 | SS5 | AF1

Ribbisrilssigssisiibliliillik 0 dc lc fe a a cc 0 002 lc a a a al el Pa 0 057 016 | 035| 004

Bi a ll cl bb alc lc 0

Ba el Pl 146 057 | 049 0 lc cl Bacal a el Pllc 131 004 0 cl

84 fo) = a h a fo) iN) + i) S a iy S o fo) uo —~ œ ® Nh o 183

Baal Pe a alc Pc al al al 139 | 049 016| 012 0 ada a ea 141 035 | 014

Bi lca a al a all al al 0

RuikblisbiiEklikbiiluisbireill 0 CERPEERESE ESSE EE EP PPP ri 0 EDEbbbiskisiibiebiliisiilirlsisk 0 Baca Pl el alle 026 002 021 0

Bad el a el GG al al Pa 034 020 0 Bac el bl ab GaGa 024 | 039 0 l

L.o+z| ooo| ooo| ooo | 001] 003] 000] o02| oo+| 020 L.oo4| ooo| 000] ooo | oz4| 104] +7 | 183] 105] 228 L.ooo] ooo] 000} 000

}.000| | ooo| ooo| ooo| 000 | ooo| ooo| 000] ooo |ooo|

-ooo| ooo| —_ | 000| ooo| 000 000] ooo| 003] ooo |ooo|

-ooo| 000] ooo| — | 0o] oọo, L.ooo] ooo] 000] 000] ooo|

_ooo| 08 L.ooo| oo| ooo| ooo| 36 _.ò1} 105| 000| ooo| ooo| 000] 22

000] 000| ooo| 000 _ |ssz | ooo| ooo| ooo| ooo| ooo| ooo| 000

LÔ |trz | ooo| 000] ooo| ooo| — | ooo| oọo

| [ira | 099] otz| o04| ooo| ooo| ooo| — |

|_| rv1 | 37 ooo| ooo| ooo| 000] ooo| oọo|

| _|1ws | ò2| ooo| ooo| ooo| ooo| 000| ooo|

| |Po+| oor| oo+| o74| ooo| ooo| ooo| 000] 11

| |Ppz | o3o| oos| 104| ooo| ooo| ooo| ooo| 42

| |sss | oos| ooo| oo3| ooo| 000] ooo| 000

|_| ss4 | ooo| ooo| ooo| ooo| 000] ooo| ooo.

LÔ |Ar3 | aos] 209] 042] oao] os5| +04] 005:

Bartlett's Test of Sphericity Approx Chi-Square 13458.614 df 276 Sig .000

Extraction Sums of Squared Initial Eigenvalues Loadings Rotation Sums of Squared Loadings

Compon % of Cumulative % of Cumulative % of Cumulativ ent Total Variance % Total Variance % Total Variance e%

Component ma nã na 5ã ee

Extraction Method: Principal Component Analysis. a 6 components extracted.

Rotation Method: Varimax with Kaiser Normalization. a Rotation converged in 6 iterations.

Rotation Method: Varimax with Kaiser Normalization.

/PRINT INITIAL CORRELATION SIG DET KMO EXTRACTION ROTATION

Bartlett's Test of Sphericity Approx Chi-Square 3457.603 df 3 Sig.

Initial Eigenvalues Extraction Sums of Squared Loadings

100.000 Extraction Method: Principal Component Analysis.

L—— ] a Only one component was extracted The solution cannot be rotated.

SAVE OUTFILE='C:\Users\Nguyen Ngan Ha\Google Drive\Luan van\Luan van '+

"Hann\Processing\Su-hai-long-_HSB_2018.sav'

/DESCRIPTIVES MEAN STDDEV CORR SIG N

/STATISTICS COEFF OUTS CI(95) BCOV R ANOVA COLLIN TOL CHANGE

/METHOD=ENTER PD SS L TN TF AF

[DataSet1] C:\Users\Nguyen Ngan Ha\Google Drive\Luan van\Luan van

Hann\Processing\Su-hai-long-_HSB_2018.sav

Variables Entered Variables Removed Method

AE, TE,TN,L §S,PD_ |enter _| a Dependent Variable: CS b All requested variables entered.

Mode R Adjusted R | Std Error of | R Square Sig F Durbin-

| Square the Estimate Change Change Change | Watson fo [ase] ser] aor] esos] a ansoo] a] ca] oo) ar a Predictors: (Constant), AF, TF, TN, L, SS, PD

TT na na nh nan na ng

Residual 341.216 438 Total 444.000 a Dependent Variable: CS b Predictors: (Constant), AF, TF, TN, L, SS, PD

Coefficients Coefficients Interval for B Statistics ete Error Beta Bound Bound | SET

TF TN L Ss PD Covariances AF

Tiêu đề	Service quality and customer satisfaction of training programs at the center for management training & consulting, Hanoi school of business and management, Vietnam national university
Tác giả	Nguyen Ngan Ha
Người hướng dẫn	TS. Tran Huy Phuong
Trường học	Vietnam National University Hanoi
Chuyên ngành	Quản trị kinh doanh
Thể loại	Luận văn thạc sĩ
Năm xuất bản	2018
Thành phố	Hà Nội

Định dạng
Số trang	105
Dung lượng	39,4 MB