proposing the leadership buiding model for fpt

Thereason is that, Georgia Model is a methodical leadership building program and Infosys has similarcharacteristics in business, organization and strategy that FPT can learn effectively.

I have also benefited a lot from the lectures by famous professors coming from the SolvayBusiness School I am impressed not only by the depth of their knowledge but also by theirprofessionalism in approaching to the matters

I really feel grateful with the help and instruction from the Faculty officers to students likeus

I also would like to express my thanks to my colleagues, my managers my friends whosupport me about the data, reports and sharing the ideas for statistic

Last but not least, I would like to express my sincere thank to the support andencouragement from my classmate, especially from members of Group 7 who share thelearning experience enthusiastically during the course

TABLE OF CONTENT

Acknowledgement 1

EXECUTIVE SUMMARY 1

INTRODUCTION 2

CHAPTER I: LITERATURE REVIEW ON LEADERSHIP BUILDING 2

I.1 HUMAN RESOURCE STRATEGY Error! Bookmark not defined I.1.1 Human Resource Strategy Definition Error! Bookmark not defined I.1.2 Theoretical perspectives of strategic human resource management Error! Bookmark not defined I.1.2.1 Universalist approach Error! Bookmark not defined I.1.2.2 Fit or contingency approach Error! Bookmark not defined I.1.2.3 Resource-based approach Error! Bookmark not defined I.2 LEADERSHIP Error! Bookmark not defined. I.2.1 What is Leadership 4

I.2.2 Leadership competencies 4

1.2.3 How are leaders chosen 8

1.2.4 Process of leadeship 9

1.2.5 Keep leaders effective 9

I.3 GEORGIA LEADERSHIP BUILDING MODEL 10

1.3.1 What is Georgia Leadership Building Model 20

1.3.2 How this Model work 20

1.3.2.1 Pre-Plan 21

1.3.2.2 Communicate Plan 22

1.3.2.3 Identify Leadership Characteristics 22

1.3.2.4 Assess Bench Strength 23

1.3.2.5 Identify Talent 23

1.3.2.6 Develop Talent 24

1.3.2.7 Evaluate Succession Planning 25

CHAPTER II: OVERVIEW ABOUT THE ICT INDUSTRY 25

FPT CORPORATION AND LEADERSHIP MODEL 26

II 1 OVERVIEW ABOUT THE ICT INDUSTRY Error! Bookmark not defined II.1.1 International ICT Industry Error! Bookmark not defined. II.1.2 Viet Nam ICT Overview 26

II.2 FPT INTRODUCTION 26

II.2.1 FPT Business Error! Bookmark not defined. II.2.2 FPT People 29

II.2.3 FPT Solutions, Products and Services 30

II.2.4 FPT Clients 30

II.3 FPT STRATEGY 30

II.3.1 FPT Vision 30II.3.2 FPT Mission and Strategy 31

II.3.3 The Role of Leadership Model in the strategy Error! Bookmark not defined II.3.4 Leaders Model Error! Bookmark not defined CHAPTER III: FPT SOFTWARE AND THE FPT LEADERSHIP INSTITUTE MODEL ERROR! BOOKMARK NOT DEFINED III.1 FPT SOFTWARE Error! Bookmark not defined III.1.1 Growth Error! Bookmark not defined III.1.2 Geographical Presence Error! Bookmark not defined III.1.3 FPT Software unique Company Culture Error! Bookmark not defined III.2 FPT LEADERSHIP INSTITUTE MODEL Error! Bookmark not defined.

III 2.1 Vsion 35III.2.1.1 The purpose 45

III.2.1.2 The outcome Error! Bookmark not defined III.2.1.3 Components of Leadership Error! Bookmark not defined.

III.2.1.4 Model 45III.2.1.5 Life Cycle 46

III.2.1.6 Resource and Infrastructure Error! Bookmark not defined III.2.2 The model Error! Bookmark not defined III.2.2.1 Scope Error! Bookmark not defined III.2.2.2 Objectives Error! Bookmark not defined.

III.2.2.3 Overal process 47

III.2.2.5 Team Error! Bookmark not defined III.2.2.6 Deliverables Error! Bookmark not defined III.2.2.7 Quality Error! Bookmark not defined III.2.2.8 Communication Plan Error! Bookmark not defined III.2.2.9 Overview of Training Process Error! Bookmark not defined.

IV.2 ANALYSIS AND EVALUATION Error! Bookmark not defined IV.2.1 The Communication Plan Analysis Error! Bookmark not defined IV.2.1.1 Responsibilites Error! Bookmark not defined IV.2.1.2 Retention and Continuity Error! Bookmark not defined IV.2.1.3 Communication Content Error! Bookmark not defined IV.2.2 Talent Identify Error! Bookmark not defined IV.2.2.1 Development pool only for insiders Error! Bookmark not defined IV.2.2.2 Lack of detail Assessment Identify Error! Bookmark not defined IV.2.2.3 Individual Assessment Report in secret Error! Bookmark not defined IV.2.3 The Theory Training Error! Bookmark not defined IV.2.3.1 Quality and the specification theory Error! Bookmark not defined IV.2.3.2 No education report Error! Bookmark not defined IV.2.4 Back Office Training Part: Error! Bookmark not defined IV.2.5 Front Office Training – Mentoring Part Error! Bookmark not defined IV.2.5.1 Mentor Insight: Error! Bookmark not defined IV.2.5.2 Mentee Insight Error! Bookmark not defined IV.2.6 Management after training - Obligation to the mentee Error! Bookmark not defined.

IV.2.7 Evaluate conclusion Error! Bookmark not defined IV.3 PROPOSE IMPROVEMENTS TO THE MODEL Error! Bookmark not defined IV.3.1 Improve Talent Identify Part – Use more tools Error! Bookmark not defined IV.3.2 Creative Communication Plan Error! Bookmark not defined IV.3.2.1 Mix up professional communication channels Error! Bookmark not defined IV.3.2.2 Clear Responsibilities Error! Bookmark not defined IV.3.2.3 Retention Communication Plan Error! Bookmark not defined IV.3.2.4 Differentiate and Integrate event system Error! Bookmark not defined IV.3.3 Professional Report System Error! Bookmark not defined IV.3.3.1 Open Talent Assessment Report to the candidates Error! Bookmark not defined IV.3.3.2 Individual Development Plan Error! Bookmark not defined IV.3.3.3 Evaluation Report after training Error! Bookmark not defined IV.3.4 Mentor & mentee: Professional and Serious Focus Error! Bookmark not defined IV.3.4.1 Scheduling and Commiment: Error! Bookmark not defined IV.3.4.2 Effective Mentee Learning Error! Bookmark not defined IV.3.4.2.1 Prepare for the partnership Error! Bookmark not defined IV.3.4.3 Effective Mentor Teaching Error! Bookmark not defined IV.3.4.4 Building real relationship Error! Bookmark not defined IV.3.4.5 Pay system: More benefit and more obligations Error! Bookmark not defined IV.3.5 Theory Enrich Error! Bookmark not defined IV.3.5.1 Effective Library Error! Bookmark not defined IV.3.5.2 Flexible teaching method and activities Error! Bookmark not defined CONCLUSION ERROR! BOOKMARK NOT DEFINED REFERENCE 64

EXECUTIVE SUMMARY

Within the limit of the thesis, the writer would like to propose the Leadership Building Model forFPT Corporation, the company in the strong need of leaders to prepare for the development in thecoming years

The reason for the model is that: FPT is a biggest corporation on Technology in Vietnam at theaverage growth rate of 40% every year Besides, with ambitious plans for the near future, FPT isfacing the hard problem of qualified human resources In estimating, FPT will be in need of about

400 team leaders and managers and governing leaders within next 3 years Also, Vietnam isintegrating to the open economy The companies, included Vietnamese and foreign invested willcompete fiercely to have good human capital Nevertheless, the quality and quantity of the leaders

in Vietnamese labour Market is such a huge problem To prepare for this situation, FPT is instrong need to build up its own robust leader team in both quantity and quality

The thesis has been inspired from this context and targeted to solve the question: How FPT willbuild their leadership? In fact, FPT is not lonely in this matter Hundreds of huge companies,corporation, organizations all over the world has serious develop this math There are successfulleadership building models in practice Among of them are Infosys Corporation, Unilever, Tesco,Georgia State Government, IBM, HP, etc… The writer decides to choose the two models fromInfosys and Georgia State Government for reference for FPT leadership building Model Thereason is that, Georgia Model is a methodical leadership building program and Infosys has similarcharacteristics in business, organization and strategy that FPT can learn effectively

In the deeper research on FPT leadership building Model, we will see how the model operates,how it will help FPT to address the leadership problem of FPT The start of a successful model isthe worthy resource of potential talents The next step is the identifying the necessarycompetencies that suitable for FPT development and mapping the gaps from candidates The role

of communication has never important like that in leadership building The success of the model

is lying in the effective development plan which can be evaluated accurately However, in a fastdeveloping irregularly organization like FPT, the model here must be applied flexibly That is themost important thing of leadership building, indeed And thanks to Infosys and Georgia Model,FPT could learn precious experiences to ensure an effective sample to start their leadershipjourney

Finally, the method to study the thesis is basing on theory study, combination with the analysis ofthe practical leadership situation in FPT Corporation Earning precious and methodical theoryfrom Human resource Management in the Solvay Business School and other reference inpractical studies, the writer proposed a leadership building model with hope that this model is, infact, applied successfully and solve somehow the problem of prepare the qualified leaders for aVietnamese corporation to compete and move forward to the globalization

Base on this background, FPT is having an ambitious strategy to move to the globalizationprocess In specific, FPT would like to have 16.000 staff and gain the revenue of USD 1.3billion in the next 5 years To prepare this, FPT have to face many problems One of them

is the lack of leaders adequate in quality and quantity as well Especially, to FPT inparticular and to the successful corporations all over the world, leadership is one of themost important factors Therefore, basing on the reference on two of practically successfulleadership building models in the worlds in Infosys Corporation and Georgia StateGoverment, the writer proposed herewith a Leadership Building Model applied for the case

of FPT We will see what is the model, how it operates in order to help FPT solve the

problem of FPT in lacking leaders in the future within the thesis with topic: Proposing the Leadership Buiding Model for FPT

1 Research questions

 FPT in the current situation and where it is going in the future

 What is the role of Leadership Building in the development of FPT

 What is the Leadership Building Model for FPT

 How will the Leadership Building Model operate

 How this Model support the Leadership of FPT

2 Research scope

 Scope: FPT Corporation

 Time period: from February 2007 to Oct 2007

3 Objectives

 Why does FPT need to build the Leadership Building Program

i To identify talents early and develop in the right path

ii To have an effective and standardized process in leadership buildingiii To prepare the leader supply for the future development

How will the Program operate?

Practical usage of this thesis to help FPT build the qualified leaders team forthe development

4 Research theories

Theories and practical Model on leadership building in Human resourceManagement in common, and leadership building in particular, includes:

 Human Resource Management

 The Healthy Organization

 Leadership Building Model of Infosys Corporation

 Leadership Building Model of Georgia State, U.S

Chapter I: Literature review on Leadership Building Model

 Overview about leadership

 Leadership Building Theory

 Infosys Leadership Building Model, Infosys Corporation

 Georgia Leadership Building Model, Georgia State, U.S

Chapter II: Overview about FPT and leadership

 Overview about FPT Corporation

 Introduction of FPT Vision, Mission, Value and Strategy

 SWOT Analysis of FPT

Chapter III: Proposing FPT Leadership Building Model for the Talents

 Overview on Leadership Building in FPT

- The role of leadership in FPT

- FPT Leadership development History

- FPT Leadership Competencies Set

- The necessity of developing a Leadership Building Model in FPT

 Proposing the FPT Leadership Building Model

- Objectives of the Leadership Building Model in FPT

- Introduction of the Leadership Buiding Model for FPT

- Characteristics of FPT Leadership Buiding Model

- How this Model help FPT improve the leadership Building Chapter IV: Conclusion

CHAPTER I: LITERATURE REVIEW ON LEADERSHIP BUILDING I.1 LEADERSHIP

I.1.1 What is Leadership

Due to the literature on Human resource Management by Derek Torrington, Laura Hall &

Stephen Taylor, they introduce the definition of leadership as follows: Leadership is the process in which an individual influences other group members towards the attainment of group or organizational goals (Shackleton, 1995, p 2)

Also, another interesting point of view on what is leadership that would be introduced forreference as follows: Leadership involves an asymmetrical influence on group members inthe direction of collective, interdependent goals It also means coordinating memberbehavior in pursuit of group goals Leaders use resources and a repertoire of styles, i.e.,recognizable and regular constellations of behaviors directed at influencing others.Leadership is reciprocal, involving exchange and negotiation between leaders and groupmembers One cannot lead without acceptance among group members In efficient societiesand among more informal or volunteer groups in any society, leadership invokesconformity rather than compliance Common lay references to leadership usually focus onpersonal behaviors rather than social roles When someone expresses solely in-rolebehaviors that are legitimately designed to influence others, we typically call this authority.Occupants of an authoritative role exert highly situation-specific influence

I.2.2 Leadership competencies

Many study and research was invested to the find the competencies of leaders

Competencies are defined as underlying characteristics such as knowledge, skills, abilities, motives, traits, self-concept, and behaviors that allow people to effectively perform in a position A different set of competencies and/or competency levels is

required at each leadership level

Competencies belong to one of two domains: career specific OR generic Career specificcompetencies are often thought of as technical, professional, or managerial competencies,which apply to a particular function or occupational family Generic competencies are oftenthought of as behavioral competencies, which apply cross-functionally in multipleoccupational settings Career specific and generic competencies are considered tocontribute equally to job success, unless compelling information exists to the contrary Due to the literature by Derek Torington, trait approaches, which were earliest to beemployed, seek to identify the traits of leaders – in other words what characterizes leaders

as opposed to those who are not leaders These approaches rest on the assumption that somepeople were born to lead due to their personal qualities, while others are not It suggeststhat leadership is only available to the chosen few and not accessible to all These

approaches have been discredited for this reason and for the fact that there has been littleconsistency in the lists of traits that research has uncovered However this perspective isfrequently resurrected Goleman analysed the competencies into three groups: Technical,cognitive, and emotional, and found that, in terms of the ratios between each group,emotional competencies proved to be twice as important as the others He goes on todescribe five components of emotional intelligence:

o Self-awareness This he defines as a deep understanding al One's strengths,

weaknesses, needs, values and goals Self-aware managers are aware of their ownlimitations

o Self-regulation: the control of feelings, the ability to channel them in constructive

ways The ability to feel comfortable with ambiguity and not panic

o Motivation: the desire to achieve beyond expectations, being driven internal rather than

external factors, and to be involved in a continues striving for improvement

o Empathy: considering employees' feelings alongside other factors when decision

making

o Social skill: friendliness with a purpose, being good at finding common ground and

building rapport, Individuals with this competency are good persuaders, collaborativemanager and natural net-workers

Another way to distinguish the leadership competencies as follows according toDonClark, we have three categories, Core, Leadership, and Professional; with thebehavioral indicators listed for each process The core competencies is required of allindividuals within the organization, the leadership competencies are specialty items formanagers and supervisors, while the professional competencies are specific for eachposition Be careful when building professional competencies for leaders Unlike fish,who die when they are out of the water, leaders who are out of their territory oftenbring new insights and freshness to the organizations they are leading Insure that thechosen behavioral indicators are really the required skills, knowledge, or attitudes.These are the skills needed to drive the organization onto the cutting edge of newtechnologies Leadership Competencies form the basic structure that separates leadersfrom bosses These skills create the walls and interiors of the pyramid Without them, aleader is just a hollow windbag, or as Scott Adams of Dilbert fame best characterizes it,

"a pointy-head boss."

Leadership Abilities

 Displays attributes that make people glad to follow

 Provides a feeling of trust

 Rallies the troops and builds morale when the going gets tough

Visioning Process

 Applies effort to increase productiveness in areas needing the most improvement

 Creates and set goals (visions)

 Senses the environment by using personal sway to influence subordinates and peers

 Gain commitment by influencing team to set objectives and buy in on the process

 Reinforces change by embracing it (prevents relapse into prior state)

Create and Lead Teams

 Develops high-performance teams by establishing a spirit of cooperation and cohesionfor achieving goals

 Quickly takes teams out of the storming and norming phases and into the performingphase

Assess Situations Quickly and Accurately

 Takes charge when the situation demands it

 Makes the right things happen on time

Foster ConFLBct Resolutions (win-win)

 Effectively handles disagreements and conFLBcts

 Settles disputes by focusing on solving the problems, without offending egos

 Provides support and expertise to other leaders with respect to managing people

 Evaluates the feasibility of alternative dispute resolution mechanisms

Project Management

 Tracks critical steps in projects to ensure they are completed on time

 Identifies and reacts to the outside forces that might influence or alter the organization'sgoals

 Establishes a course-of-action to accomplish a specific goal

 Identifies, evaluates, and implements measurement systems for current and futureprojects

Implement Employee Involvement Strategies

 Develops ownership by bringing employees in on the decision making and planningprocess

 Provides the means to enable employee success, while maintaining the well-being ofthe organization

 Develops processes to engage employees in achieving the objectives of theorganization

 Empower employees by giving them the authority to get things accomplished in themost efficient and timely manner

Coach and Train Peers and Subordinates

 Recognizes that learning happens at every opportunity (treats mistakes as a learningevent)

 Develops future leaders by being involved in the company mentoring model

 Provides performance feedback, coaching, and career development to teams andindividuals to maximize their probability of success

 Ensure leadership at every level by coaching employees to ensure the right thingshappen

 Ensures performance feedback is an integral part of the day-to-day activities

Professional or Individual Competencies

These are the skills and knowledge needed to direct the systems and processes that a leadercontrols Professional Competencies form the mortar that binds the pyramid together.Without some knowledge of the technical skills that they direct, the pyramid soon begins tofall apart and the organization begins to operate in damage control mode

Each organization requires a different set of professional competencies for each leadershipposition Although leaders do not need to be the Subject Matter Experts for the tasks thatthey direct, they must have a basic understanding of the systems and processes that theycontrol Again, each position requires a different set of skills and knowledge

The method you use to organize the competencies should be one that breaks it into smaller,more manageable chunks of information that can easily be identified and used throughoutthe organization Again, what makes sense in one organization, might fail in anotherorganization

1.2.3 Leadership Styles

Accoding to heresy and Blanchard, a propriate leadership style ifa situation should bedependent on their diagnosis of the “readiness”, that is developmental level or maturity, oftheir followers That means leaders can adapt their leadership style to meet the demands oftheir environment Readiness of the followers is defined in terams of ability andwillingness

Table 01: Hersey and Blanchrd’s four styles of leadership

High Relationship behaviour

Low task behavior

Followers are able, but unwilling or insecure

High relationship behaviorHigh task behavior

Followers are unable, but willing or confident

Supportive (participating) style (3) Coaching (selling) style (2)

Low relationship behavior

Low task behavior

Followers are both able and willing or

Directing (telling) style (1)

Source Adapted from P Hersey and KH BLanchaid (1988) management of Organization Behavior: utilizing human.Resources, Et eon Englewood Cliffs, NJ Prentice-Hall international

1.2.3 How are leaders chosen?

Leaders are often imposed upon groups through appointment rather than through internalselection Many behaviors of these appointed individuals reflect authority, not leadership.Indeed, "leaders" may be chosen for authority roles because they appear to embody thegoals of the organization or because they "manage" rather than "lead."

In any event, authority figures are rarely emergent leaders Upper management choosesmost middle managers, although input from subordinates may be encouraged Uppermanagement, in turn, is often appointed by company presidents, boards of directors, churchelders, school boards, business owners, high school faculty, or people in other relativelyelite positions New middle or upper managers may be even recruited from outside theorganization Political leaders typically are selected by their parties before their names go

on the ballot (except sometimes in local races)

These circumstances may explain why studies in naturalistic settings generally find littlecorrelation between personal traits and leadership position (let alone leadership success).Pleasing status superiors rather than working well with group members may determineone's appointment to authority roles Relational skills such as ingratiation or conformitymay influence leadership selection in formal groups Outstanding individual taskachievement may also impress status superiors, even when individuals with theseaccomplishments have poor relational skills

1.2.4 Process of leadership

Leaders use what is available to them to influence group members This means using bases

of power such as:

 Reward power and

 Coercion power when subordinates achieve (or don't)

 Referent power (since attractive, warm people are more persuasive)

 Legitimate power (to appeal to our social "oughts" or "shoulds")

 Expert power (because people we respect as more knowledgeable are morepersuasive)

For example, a coach may be an attractive figure who has a background inprofessional sports, thereby drawing on referent, legitimate and expert power basessimultaneously

Bases of power transform into styles of influence (Kelman) such as

 Compliance

 Conformity and

 Identification

Clearly compliance draws heavily on reward and coercion power while conformity draws

on referent, legitimate and expert power In identification processes, group members acceptinfluence because they identify with the leader and want to be like her or him Typicallythis means the leader uses personal attributes such as warmth or expertise rather thanpositional attributes such as an authoritative role

1.2.5 Keep leaders effective

It is probable` that subordinates will keep on flattering and leaders will continue to engage

in self-delusion What can be done to counteract these tendencies? Engage in periodicevaluation of the group and its leadership

Try to use objective measures of productivity and member satisfaction For example,surveys of members, especially in small groups, will be problematic because groupmembers may (and justifiably so) fear retaliation Instead, examine turnover rates,grievances (in unionized organizations), quality and quantity of unit production

Foster ties across groups The more outside information a group can draw on the better Useoutside evaluators, preferably at a peer level (fewer probable ingratiation attempts) Try tocreate structures that give all members some chance at participation and decision-making Rotate leaders across groups This prevents leaders from acquiring a territorial sense abouttheir groups and limits syncopates Some school districts do this with principals, rotatingthem across schools, every few years The military does this in many cases as do somelarge corporations

I.2 LEADERSHIP BUILDING THEORY

1.2.1 Leadership Building Definition

Leadership Building is the matter received a lot of concern from developing and developedcorporations and companies nowadays Who is a leader? What is leadership? Are leadersborn or made? Can leadership be taught? Such questions have been debated acrossgenerations and civilisations The Hindu scriptures are a rich source of material on leaders

and leadership Chanakya’s Arthashashtra was a seminal work outlining the ‘art of

governance’ and dates back to approximately 300 B.C Confucius sought laws of orderbetween leaders and followers Plato described an ideal republic with philosopher-kingsproviding wise and judicious leadership and with the help of his colleagues established in

387 B.C The Academy – a school for leadership in ancient Greece The Italian Niccolo

Machiavelli’s book The Prince ranks as one of the important early contributions to published literature on leaders and leadership The word ‘leader’ stems from the root leden

meaning ‘to travel’ or ‘show the way’ and appeared in the English language in the early14th century The term ‘leadership’ followed some five centuries later The early focus ofthe study of leaders and leadership was at a macro societal level It was in the context ofgovernance of societies and communities Later, the Industrial Age provided the context forthe creation of ‘managers’ and ‘management’ Theories rooted in the disciplines of militaryhistory, economics and scientific management were the researcher’s response to thechallenges of the Industrial Age The post-Industrial Age, characterised by the knowledgeera has brought the spotlight onto ‘leaders’ and ‘leadership’ Research on this theme duringthe 20th century has thrown up a number of theories and models The table on page 40gives a broad overview of the evolution of leadership models and associated theories in the20th century: The shift from ‘great man (trait) theories’ to behavioural theories brought inthe all-important dimension of ‘leadership development’ The fundamental premise in thebehavioural theories is that ‘leadership is a set of behaviours and actions’ which can bepartly, if not fully, acquired GE’s Crotonville facility is one of the early attempts at formalleadership development in the business world

Today, ‘leadership’ is a muchtaught and researched discipline in most managementschools A new genre of learning centres, termed ‘corporate universities’ is the corporateworld’s explicit response to the challenges of leadership A number of consultingorganizations have focused explicitly on offering ‘leadership development’ services to thecorporate world In the academic world, research on ‘leadership’ has become a multi-disciplinary subject

Organisational frameworks such as the one by Malcolm Baldridge have given explicitrecognition to the role of leadership and leadership development in corporate entities that

aim at the ‘built to last’ concept The current thinking on ‘leadership building’ can be placed in the following broad segments:

- Identification of the competencies relevant to leadership

- Evolving elements and offerings that support the development of these competencies.

A number of approaches to leadership development exist, from the classical ‘intellectualconstruct’ – traditional classroom-based instruction guided by academics with a researchand teaching orientation to the action-oriented ‘experiential learning’ mechanisms

1.2.2 Leadership Building Principles

According to Brian Dive in Organization Health, after piloting the models of Dicision –Making Accountability Model on Unilever and Tesco, he summarized precious principlesabout leadership building as follows

1.2.2.1 Differentiating competencies and potential

Differentiating competencies relate to potential for progress to the next level of accountability within a defined time period The focus is leadership development.

Assessment of competencies involves making judgements of a different order ofcomplexity to those required in mapping performance Robust sources of evidence are

required Skills are about present leadership and competencies are about future leadership 1.2.2.2 Context, context, context

Most competency models fail because they are unable to define the context in which they

should be practiced They therefore do not different -tiate who has potential to progress to the next level of accountability It has already been shown that traditional job evaluation

schemes are unable to provide differences between qualitative levels of accountability.Competency definitions out of context are useless For example a frequent statement inmany schemes is, 'is able to see the big picture' But the different 'big pictures' that have to

be viewed by a factory supervisor, the plant director, the global supply chain vice presidentand the CEO respectively are fundamentally different, and require different abilities andbehaviours The phrase 'is able to see the big picture' is no help if not set in context

1.2.2.3 Coaching and transitioning levels

Once the levels and competencies are established they provide the bedrock for coaching.The coaching can be trying to improve perfor -mance in the current level or preparingsomeone for a move to the next level Finally the can be used to assist the newly promotedmanager to master new accountabilities

1.2.2.4 Tracking

Management development in many companies is sequenced in tree-to five-year timecapsules These frames have the advantage of providing quite reliable concrete data forshort -term career decisions But given the idea of the 'maturation modes' of Jaques, Casonand Stamp, they do not easily identify the progression path of future development.Questions such as does this five -year slice of time repre-sent the onset of an increasingmomentum in a person's development curve, a slowing down or perhaps the zenith ofpersonal develop-ment, are not really addressed

In Unilver's case the evidence for successful career tracks already existed within theorganization The key seemed to lie in working backwards into previous career paths prior

to looking forward For over 30 years the company had maintained detailed computer

records mapping every job (and the job class progression) that individual managers hadfilled throughout their careers

Table 1.1 Average age of directors at work levels

1.2.2.5 Time spent in work level

On average leaders pass though work level 2 faster than potentials

There appears to be an optimum time of between three and seven years in both work levels

2 and 3 to become a leader If more time than this is spent in these levels, the possibility ofbecoming a leader in at least level 5 clearly diminishes This compares consistently with anaverage of five years for level 2 and 3 for directors, but about three years for potentialchairpersons It reinforces the importance of identifying potential leaders in their latetwenties This is not going to guarantee that all those identified will in fact reach level 5 andabove, but it will ensure that more people who might have the potential to do so are giventhe opportunity

1.2.2.6 Foreign assignments

Due to Brian Dive, 84 per cent of leaders had one or more foreign postings before reachinglevel 5 compared to 69 per cent of potentials at the same stage in their career.Thisillustrates the importance of foreign assignments in the company's culture At least 90 percent of those in level 5 have been abroad at leas once during their career Given the findingabove about time in work level the key consideration would seem to be at which level thefirst foreign assignment occurs

1.2.2.7 Corporate centre assignments

A corporate centre assignment is an important catalyst of career development Given thesignificance of Unilever's international network, it is important to be known and time in thecorporate centre provides that opportunity

1.2.2.8 Early work experiences

Executive development starts before a person reaches executive levels One of the keyconstructive experiences is being moved out of one's comfort zone early Many companiesinsist that their trainees start at The frontline for a short period, in the store, on the road or

on the night shift In these per-supervisory (ie work level 1) jobs people often get their firsttaste of the difficulties of working with other people They meet difficult customers orsuppliers, and make early contact with some of the company's external constituencies All

of which is valuable learning provided the assignment is not too long that the trainee moves

'out of flow' (see Csikszentmihalyi, pages 219-20) Industrial tours where a trainee visitsdifferent departments over a 12- month or two-year period of induction don't provide thisall- important stretch experience which talented newcomers relish.

1.2.2.9 Supervision

Supervising people for the first time is usually the second important development eventchronologically This might be in a support role at the top of work level 1, or as a fullaccountable level 2 manager The manager quickly learns that it is often people, nottechnical issues, that are the most difficult Accountability for people is a critical learning,which should both remain and continue throughout a long career This is often a neglectedarea in the work experience of graduates, such as marketers and financiers, which shows

up as a shortcoming later in their careers

1.2.2.10 Turnarounds

Turnarounds represent another excellent source of testing both technical ability and whathas been learnt to day It requires naked leadership This is typically a pressure situation, atask with a tight deadline and with staff who could be negative and demotivated Credibilityhas to be learnt quickly Diagnostic skills and ability to quickly sort out key priorities areneeded before results can start to be achieved Such jobs are likely to be at least level 2 orlevel 3 This is the type of situation that might justify a lateral development move within alevel of accountability

Start-ups

Starting something from scratch is a taxing learning process It challenges what until nowhas been taken for granted Areas of conviction, or of lack of certainty, art probed This is aparticular challenge and depending on the balance of the tasks would probably be at leastlevel 3

Projects

Projects and taskforces require many of the qualities needed in a turn-around situation But

in addition they may call for evidence of team-work skills and ability to influence others,especially if the individual is the project leader One of the major challenges of projectwork is managing a temporary group of people who have different full-time bosses Projectleadership can start at level 2 (more will be written about project accountabilities per worklevel in Chapter 10)

Change in scope

This often occurs as one crosses from operational to strategic account-abilities, ie fromlevel 3 and level 4 A top executive's career usually involves a number of changes in scaleand scope As Mc Call points our, the key learnings come from 'first time' components,such as managing multiple functions for the first time (general management) or beingresponsible for the bottom line of a unit for the first time

Line to staff switch

It has already been shown how a stint in the corporate centre is seen as a positive move in

the Unilever corporate culture, which has a critical impact on the career developmentscheme Lessons here often involve greater exposure to strategy and the top managers ofthe business, a feel for the culture and how to influence powerful people in the field withoutformal authority.

The value-added role of the centre probably starts from level 3, which involvesaccountability for contributions to policy and strategy This indicates that the mostworthwhile transfers to the centre should occur from level 3 and above

Learning or results

One of the key considerations of leadership development is the maximization of learningand development opportunities This is where the tracking concept can become sopowerful If one is trying to develop a Track 5 or Track 7 leader then sometimes they maynot be the best person to obtain immediate results, as an investment in a job here individuallearning will be very high is the better decision in the long-term interests of the company Aculture that is obsessed with 'the now, action and results' will tend to chew up itsmanagement rather than develop them It will typically be a high-pay, high - churncompany, a buyer not a developer of talent

Boundary moves

A 'boundary move' is a job change that takes the incumbent outside his or her level ofcomfort This stimulates learning and personal development, assuming the individual hasthe capacity to gain from the experience The challenge is to stretch the talented managerwithout snapping the chain of learning and confidence building associated with the move.Typical boundary moves are the crossing from one function to another, a move to anothercountry, to a project (from line to support) to the head office from the field or vice versa, or

a move to a higher level of accountability As has already been demonstrated, most gradingand rank systems confuse status and accountability, so in practice it is often not clear when

a real increase in accountability has occurred

I 3 INFOSYS LEADERSHIP BUILDING MODEL

I.3.1 Infosys Leadership Builing introduction

1.3.1.1 Infosys Overview

Infosys Technologies Ltd (NASDAQ: INFY) provides consulting and IT services to clientsglobally - as partners to conceptualize and realize technology driven businesstransformation initiatives With over 80,000 employees worldwide, we use a low-riskGlobal Delivery Model (GDM) to accelerate schedules with a high degree of time and costpredictability

As one of the pioneers in strategic offshore outsourcing of software services, Infosys hasleveraged the global trend of offshore outsourcing Even as many software outsourcing

companies were blamed for diverting global jobs to cheaper offshore outsourcingdestinations like India and China, Infosys was recently applauded by Wired magazine forits unique offshore outsourcing strategy — it singled out Infosys for turning the outsourcingmyth around and bringing jobs back to the US.

Infosys provides end-to-end business solutions that leverage technology We providesolutions for a dynamic environment where business and technology strategies converge.Our approach focuses on new ways of business combining IT innovation and adoptionwhile also leveraging an organization's current IT assets We work with large globalcorporations and new generation technology companies - to build new products or servicesand to implement prudent business and technology strategies in today's dynamic digitalenvironment

1.3.1.2 Infosys Leadership Building Model

Today, leadership is a much taught and researched discipline in management schools, while

‘corporate universities’ are the corporate world’s reponses to the challenges of leadershipand leadership development

At Infosys senior managers are involved in leadership development, based on the belief that

“the company is the campus, the business is the curriculum and leaders shall teach”

The goal of the Infosys Leadership Institute is to groom and develop leaders fromPromising Infoscions

The vision of Infosys is to create an organisation that is ‘built to last’, and has the agility tomanage ambiguity and uncertainty under all circumstances It was in keeping with thisvision that Narayana N R Murthy, the founder and former CEO of the company, carefullyput together the Management Council – an advisory body that took strategic decisionsabout the company During the Management Council meetings was found that achievers

in the company were hesitating to come forth with their suggestions On encouraging them

to speak, Murthy found their suggestions and thoughts had a lot of substance and could helpthe company significantly These people had not contributed to the discussions not becausethey had nothing of value to add, but because they were afraid of transgressing hierarchy.This bothered Murthy significantly and from this concern was born his grand plan to build

a leadership institute that would groom and develop leaders from promising Infoscions,irrespective of hierarchy and give them the opportunity to shape the future of the companythey were helping to build The fundamental goal of the Infosys Leadership Institute (ILI)

is to fulfil this stated need The institute was created in early 2001 to assist Infosys inresponding to specific challenges of the present and future, as described below:

- To prepare the company to man-age its phenomenal growth

- To prepare Infoscions to face the complexities of the market and the rapidlychanging environment.

- To create higher customer value through ‘thought leadership’

1.3.2 Leadership competencies

The starting point for creating a robust leadership development process is definingleadership competencies Leadership competencies exist in the context of the organisation’svision and its core values The soul of our leadership competencies rest in the visionstatement of Infosys which reads: ‘We will be a globally respected corporation thatprovides best of breed business solutions, leveraging technology, delivered by best inclass people.’ To achieve this vision, leadership competencies have been defined along fourbroad dimensions stated below:

1.3.3 The ‘nine pillar’ model of leadership development

The nine pillars are the operational elements for leadership development in Infosys (seegraphic) This model was developed after careful research of the processes followed by 18

of the most successful global companies Each pillar has its own unique importance to thedevelopment of leadership competencies at the individual level An individual may chooseone or more of these pillars for his or her own development Participation in most of them

is optional, except for the 360-degree feedback, which is the starting point of the leadershipjourney The premise is that learning in general and adult learning in particular is variedand a model of leadership development which caters to multiple learning modes is thatmuch more effective In the following paragraphs we have outlined the contours of each ofthese pillars

1.3.3.1 360-degree feedback

The 360-degree feedback is a method of systematically collecting data about a person’sperformance and capabilities from a wide range of co-workers This includes peers,

direct reportees, the manager and customers (both internal and external)

It is a structured method of collecting and processing data and provides the employee anopportunity to reflect on this valuable information ILI uses a comprehensive tool that isaligned to the leadership competencies The feed- back received from this 360-degree

process is used as the basis for the preparation of individual personal development plans(PDP’s), which are the blueprints that guide the individual in acquiring new skills andenhancing existing skills, all aligned to the basic leadership competencies model Eachindividual is assigned an ILI faculty member to help prepare and actionise the PDP

1.3.3.2 Development assignments

Development assignments (DAs) are a traditional and potent form of leadershipdevelopment Highpotential employees are given experience in diverse functions throughinternal job rotations and crossfunctional assignments DAs enable employees to gatherpractical leadership skills outside his or her zone of experience

1.3.3.3 Infosys Culture (IC) workshops

These workshops help participants understand the core values, purpose and processesfollowed in the context of leadership development The design of these workshops allowsfor extensive interaction among participants leading to reinforcement of the Infosys culture,and ensuring enough empowerment to guarantee adherence and refinement to the culture ofthe organisation

1.3.3.4 Development relationships

These are one-on-one relationships in work settings that facilitate the sharing and transfer

of knowledge and experience between individuals The Infosys leadership developmentmodel views mentoring as a developmental relationship in the context of leadershipdevelopment A ‘mentoring for leadership’ pilot modelme is operational and learnings fromthis modelme will be used to refine and extend this element of leadership developmentacross the organisation

1.3.3.5 Leadership skills training

This is a process by which employees of the organisation go through a series of learninginterventions on topics of relevance to leadership ILI has started the process with the

‘Leaders Teach Series’ These are workshops conducted by the Board of Directors withhelp from the ILI faculty This series includes workshops by the Chairman and ChiefMentor, Narayana Murthy, and Nandan Nilekani, the Managing Director and ChiefExecutive Officer, and other members of the board The ‘Leaders Teach Series’ resultedfrom the belief that “the company is the campus, the business is the curriculum, leadersshall teach” A study of successful global companies will show that it is essential for seniormanagement to be fully involved and committed to the development of future leaders

1.3.3.6 Feedback intensive modelmes

These are intensive behavioural interventions, which are based on formal and informalfeedback received from individuals that the employee interfaces with They are structured

in a manner so that the participants receive and give feedback in a non-threateningenvironment and yield a workable plan for setting goals for continued personal andprofessional development and strategies for attaining them

1.3.3.7 Systemic process learning

This is an intervention that enables participants to view an organisation as a whole systemcomprising innumerable interacting sub-systems It yields plans for continuousimprovement in systemic processes and details how an individual will initiate suchimprovements

The leadership journey commences with the selection of high potential employees of theorganisation The top management of Infosys identifies a pool of candidates based on theirpast performance and an assessment of leadership potential The formal duration of theleadership journey is three years These identified individuals are classified as ‘highpotentials’ Each high-potential employee has one ILI faculty member assigned to him/her.The faculty member acts as a guide in the leadership journey with the creation andactionising of the PDP The faculty member provides support in implementing theindividual change objectives The majority of the ‘high potentials’ have undertaken at leastone or more of the leadership skill training interventions The ‘high potentials’ have access

to the pilot ‘Mentoring for leadership’ modelme ILI faculty members in their role asinternal consultants enable ‘high potentials’ to undertake various interventions that help to

resolve real business issues (According to reports on the faculty of the Infosys Leadership Institute, Mysore)

I.3 GEORGIA LEADERSHIP BUILDING MODEL

1.3.1 What is Georgia Leadership Building Model?

Succession Planning is an important element of workforce planning The goal ofworkforce planning and succession planning is the same – to have the right people in theright place at the right time, but the focus of succession planning is more specific.Succession planning involves having the right leadership in place at every level of the

organization Simply stated, succession planning is a systematic effort and process of

identifying and developing candidates for key managerial or professional leadershippositions over time in order to ensure the continuity of management and leadership in anorganization Succession planning is accomplished by identifying people with highpotential leadership talent and ensuring that they are given work experiences and training

to prepare them to assume higher level leadership positions

1.3.2 How this Model work

There is an increasing challenge for state agencies to retain a workforce that provides

quality and cost-effective services to the citizens of Georgia With 38% of state employees

eligible to retire this year 2005, many agencies will soon be confronted with a massexodus of critical talent

Compounding this issue is the high turnover rate in state government During FY 2003 and

FY 2004, the turnover rate remained at 15% To this end, it is essential for agencies tobegin building a talent pool through training and development that can continue to run and

enhance state government Chart 1 outlines the steps in Georgia’s Flexible SuccessionPlanning Model Each step and the output for each step in the model will be addressedmore specifically in the appropriate sections of the guidelines

Table 02: Georgia Success Planning Model

Evaluate Succession PlanningCommunicate

Plan Identify Leadership Characteristics

Pre-planning is a very significant part of the succession planning process During this step,the succession planning team is identified and the objectives of the model are defined toensure that they are aligned and integrated with the agency’s strategic goals and otherhuman resource practices Pre-planning also involves laying out the basic design of themodel and establishing an Implementation Plan to ensure that the model is carried outeffectively

- Create a Succession Planning Team

- Establish Model Objectives

- Establish Model Design

- Develop a Workforce Strategy Action Plan

1.3.2.2 Communicate Plan

Buy in at all levels within an agency is critical to implementing an effective successionplanning model In this step, a communication strategy is established to inform stakeholdersabout the purpose and value of succession planning and the objectives and specific contents ofthe agency’s model

- Determine Goals

- Identify Target Audiences

- Determine Communication Method

1.3.2.3 Identify Leadership Characteristics

Leadership occurs at multiple levels in organizations The demands placed on leadership arefound to be progressively more complex at each higher level in an organization Differentleadership characteristics are thus required in order to meet the demands and achieve success ateach level In this step, leadership levels and corresponding leadership characteristics areidentified First, the appropriate leadership level is identified for each leadership position.Next, the leadership competencies and results required for success at each level are identified.These characteristics will be used as the basis for determining bench strength Here are the keyLeadership Results

Employee Outcomes

1- High Performing Teams

2- Increased Capability of Others

3- High Employee Performance Levels

4- Confidence in Others

5- Employees that are Inspired to Perform Beyond Normal

6- More trust from Others

7- Motivated Employees

Process Outcomes

1- Positive Change

2- Improved Business Strategies

3- More Effective Implementation of Change

4- Innovative Products and Service

5- Work that is High in Quality

6- Effective Solutions to Process Problems

Customer Outcomes

1- Increased Customer Satisfaction

2- Increased Numbers of Customers

3- Increased Customer Complaints

4- Increased Customer Retention Rates

Business Results

1- Positive Impact on Business Results

2- High Value to Achievement of Results

3- Objectives Under Tough Conditions

4- Results with Limited Resources

5- Greater Goal Contribution Levels

6- Regular Results that Exceed Typical

7- Goal Completion in Less Time and with Less Cost

1.3.2.4 Assess Bench Strength

Bench strength is defined as the number of critical leadership positions that have at least oneperson ready to successfully assume the role and responsibilities of each of these positions.Bench strength assessments can serve as a baseline measure of an organization’s ability to fillpositions from within In such cases, organizations evaluate the effectiveness of a successionplanning model by comparing the number of positions that have someone ready to successfullymove into them before and after implementation of the succession planning model

1.3.2.5 Identify Talent

This step involves assessing employees on multiple dimensions and comparing them withsuccessful characteristics that have been determined to be associated with a specific leadershiplevel The results of these assessments provide useful information regarding employees’potential to take on greater leadership responsibilities and their strengths and areas fordevelopment Employees who demonstrate appropriate competency proficiency and scopelevels and a history of getting successful results are identified as having high potential and may

be selected to participate in a structured set of activities to rapidly prepare them for higherleadership positions

1.3.2.6 Develop Talent

In this step, development strategies are outlined for members of the leadership developmentpool based upon the results of their assessment in the previous step

I.3.2.6.1 Key Assignments

Research has shown that key assignments are the primary source for developing future leaders

By taking on challenging projects, individuals are afforded rich learning opportunities toprepare them for leadership responsibilities Key assignments expose individuals to areas inwhich they have little or no experience Assignments may include position rotations, task forcememberships, managing a group without direct authority over the group, or taking on roles thatinvolve a higher level of responsibility Through these assignments, leaders are able to learn bydoing and work on real problems within the organization Since key assignments are performed

on the job, they may play a significant role in the leadership development process - particularlyfor organizations with limited training dollars By nature, key assignments are few in number.Thus, careful consideration should be given when determining who receives these assignments.I.3.2.6.2 Formal Classroom Training

Classroom training is another method that is often used to develop future leaders By obtainingformal education, employees can learn basic leadership concepts and theories Classroomtraining may also enhance employees’ understanding of the importance of leadershipcompetencies and ways to achieve them Classroom-type training is most effective whenexperience sharing and role-playing are critical to the learning process

I.3.2.6.3 Mentoring

Mentoring is defined as accelerated learning that is achieved through the relationship between

an employee and a manager at least two levels above the employee Mentors help employeesunderstand their potential and how it may be applied to achieve full career growth within theorganization The role of the mentor may vary depending on the structure of the mentoringmodel In a well-structured mentoring relationship, the mentor acts as an advisor and plays acritical role in guiding and supporting the employee’s growth and development As with keyassignments, mentors are typically few in number and should be assigned to individuals withthe greatest potential

I.3.2.6.4 Coaching/Feedback

Coaching involves observing an employee at work and providing feedback to enhanceperformance It is typically performed by the employee’s direct manager and centers onspecific outcomes that can be attained in a relatively short period of time Coaches focus on a

specific set of problems, or the "results of the position," exploring solutions and opportunitiesfor the employee to use

1.3.2.7 Evaluate Succession Planning

This step involves measuring the impact of the succession planning model upon establishedobjectives After sufficient time following implementation, model processes and results should

be periodically reviewed to assess whether model objectives have been achieved and toidentify areas for improvement Once the evaluation has been completed, modifications to themodel should be made as appropriate

CHAPTER II: OVERVIEW ABOUT FPT CORPORATION

II.1.1 Viet Nam ICT Market Overview

There are no great changes in the rank of the first places in Top ICT Viet Nam 2007 and theyare familiar brand names FPT remains steadily at the first place of the top ICT business Otherfirst places in other fields are: Viet Nam ICT Market have an average growth rate of hardware

is 15% and that of software/service is 40% Although the growth rate is no as high as last year,this is still a remarkable growth rate in the context that global ICT spending increases 7% peryear, specifically as follows

About Technology Distribution

- According to GFK Vietnam, the Vietnamese mobile phone market is estimated at 6 millionhandsets in 2007 with and average annual growth rate of 40-60% in the next two years

- The Vietnam market share for the three largest mobile phone manufacturers in 2006 was51.04% for Nokia, 19.96% for Motorola and 19.27% for Samsung

- Market value of regional distribution markets estimated at $10 billion for ASEAN, $20billion for the Middle East and substantial for Japan

About Internet Connection Services:

- FPT Telecom is the leading provider of leased-line services, accounting for 40% of themarket nationally and 60% in Hanoi

- ADSL market share of 40% Vietnam’s current rate of Internet subscriptions growth ataverage of 65%

- Internet services in Vietnam can maintain a growth rate of 50-70% pa

- Leased- line service users are mainly large corporations with broad network, the productsand services of which require up to date IT infrastructures

- According to www.hapi.gov.vn, there are 53,038 registered businesses in Hanoi, 48,238 ofwhich are companies, 3,280 branches and 1,520

About Software Export:

- Japanese customers account for 51% of total revenue

- Second in revenue contribution of 26% from Asia Pacific region

- Revenues from EU market accounts for 14%

- US market revenues represents 9%

- Vietnam outsourcing industry is developing rapidly at the growth rate of 30-40% per year

- Vietnam emerges as a market of opportunities and potentials and an alternative low costdestination besides China and India

- IBM has entered Vietnam by establishing the 6th Global Delivery Centre in

- Vietnam, an example after which many other companies will follow

II.2 FPT INTRODUCTION

Established in 1988, the Corporation for Financing Promoting Technology (FPT) has becomeVietnam’s largest information and communication technology (ICT) company because of theefforts of its staff in general and its team of sales staff in creating added value to customerswith dynamism and enthusiasm

In recent years, FPT has recorded many important achievements in a range of fields, such asdistributing information technology products and mobile phones, system integration, softwaresolutions and outsourcing, ERP services, telecommunications and Internet services andsolutions, computer installation, entertainment and media, human resources training, andothers

Turnover of VND 11,693 billion (US$730 million) in 2006 saw FPT reach 99.69% of its plan,growing 42.4% over 2005 Although hardware turnover has grown quickly, software andservices turnover growth has doubled, increasing its ratio of total revenue in 2006 within thegroup from 8.5% in 2005 to 11%

With the regional and international integration of Vietnam’s economy, FPT is expanding itsoperational scope into many new fields such as banking, securities, investment, universitytraining, real estate, interactive advertising, and television, with its main competitive tool beingtechnology

Chart 01: FPT Organization Chart

Chart 02: FPT Management Mechanism Chart

Chart 03: Turnover and Personel Growth of FPT

Chart 04: Brief Recent Financial Report

II.2.2 FPT People

FPT employs the largest number of informatics engineers and specialists in the country; theyhave played a crucial role in the development of ICT in Vietnam We now have overemployees, who are all committed to providing quality products and services This

commitment to quality is now fully recognized, as we have achieved ISO 9001:2000 QualityManagement Certification (BVQI UK) in all our operational areas.

II.2.3 FPT Solutions, Products and Services

FPT operates in a number of different areas including:

- System Integration

- Software production (meeting domestic market and for export)

- IT products distribution

- Supplying solutions, telecommunication and Internet services

- Training international modelmers and multimedia art specialists/experts

- ERP services

- Computer installation

- Informatics and telecommunication equipment guarantee and maintenance

- Mobile phone distribution

II.2.4 FPT Clients

FPT has an extensive range of valued clients covering a variety of Government and Businesssectors throughout Vietnam, as well as International Clients FPT has also taken an active part

in a number of national IT models Our clients include:

- Vietnamese Government Departments and Agencies

- Banks and Financial organizations (State, Commercial and Joint Venture banks as well as foreign ones)

- Insurance Companies

- Telecommunication Companies

- Production and Service Companies

- International Organizations e.g World Bank, EU, ILO

- International Companies e.g BP, Coca Cola, Ford, Mitsubishi, Unilever

II.3 FPT STRATEGY

II.3.1 FPT Vision

"FPT strives to be a cutting edge organization that generates wealth through hard work andcreativity in science and technology, satisfying customer needs, contributing to the country’sgrowth, and providing our employees with a stimulating working environment withopportunities to fully develop their talent and gain a high standard of living both materially andspiritually”

II.3.2 FPT Mission