(Luận văn) the effect of workplace coaching on employee performance the case of tri an factory, nestlé vietnam

MINISTRY OF EDUCATION AND TRAINING t to ng UNIVERSITY OF ECONOMICS HO CHI MINH CITY hi oOo ep w n lo ad ju y th PHAM HUU CHINH yi pl n ua al n va ll fu THE EFFECT OF WORKPLACE COACHING m oi ON EMPLOYEE PERFORMANCE: THE CASE OF nh at TRI AN FACTORY, NESTLÉ VIETNAM z z ht vb k jm gm om l.c EXECUTIVE MASTER OF BUSINESS ADMINISTRATION n a Lu n va y te re HO CHI MINH CITY – 2018 MINISTRY OF EDUCATION AND TRAINING t to ng UNIVERSITY OF ECONOMICS HO CHI MINH CITY hi oOo ep w n lo PHAM HUU CHINH ad ju y th yi pl THE EFFECT OF WORKPLACE COACHING al n ua ON EMPLOYEE PERFORMANCE: THE CASE OF n va TRI AN FACTORY, NESTLÉ VIETNAM ll fu oi m nh at Major: Business Administration z (Executive Master of Business Administration) z ht vb Code: 8340101 k jm om l.c gm ECONOMIC MASTER THESIS n a Lu SUPERVISOR: n va Prof NGUYEN DONG PHONG, Ph.D y te re HO CHI MINH CITY – 2018 STATEMENT OF ORIGINALITY t to I confirm that this master thesis is based on my independent research The ng figures and results presented in this thesis are real data from survey conducted by hi ep the author with assistance of employees of Tri An Factory (TAF), Nestlé Vietnam Company w Proposals, solutions and recommendations were drawn from this study based on n lo operation evaluation as well as on comments and advices of TAF Management ad Board y th ju I am fully responsible for eventual errors or fault caused yi pl n ua al Author of the thesis n va Pham Huu Chinh ll fu oi m at nh z z ht vb k jm om l.c gm n a Lu n va y te re TABLE OF CONTENT t to LIST OF FIGURES ng LIST OF TABLES hi ep CHAPTER ONE INTRODUCTION Introduction w 1.1 n 1.2 lo Problem statement ad 1.3 About Nestlé Group, Nestlé Vietnam Company and Tri An Factory Objective of the study 1.5 Research questions 1.6 Subjects of the study 1.7 Scope and limitation of the study 1.8 Framework of the study 1.9 Research structure ju y th 1.4 yi pl n ua al va n CHAPTER TWO 11 fu ll LITERATURE REVIEW 11 m Introduction 11 2.2 Workplace Coaching 11 oi 2.1 nh The origin and concept of coaching 11 2.2.2 Definitions and essential principles of coaching 12 2.2.3 Why workplace coaching? 14 2.2.4 Some key factors for coaching effectiveness 15 at 2.2.1 z z ht vb jm k 2.2.4.1 Building the trustworthy coach-coachee relationship 15 gm 2.2.4.2 Providing needed support to employees 16 l.c 2.2.4.3 Enhancing employee awareness 17 om 2.2.4.4 Promoting employee motivation 19 Employee performance 20 2.4 Relationship between workplace coach and employee performance 22 2.5 Summary 23 3.2 Research Design 25 3.3 Target Population 25 y Introduction 25 te re 3.1 n RESEARCH METHODS 25 va CHAPTER THREE 25 n a Lu 2.3 3.4 Sample Size and Sampling approach 25 3.5 Questionnaire 26 t to ng hi 3.5.1 Common sources of error 26 3.5.2 Construction of the questionnaire 27 3.5.3 Pre-testing and validation 28 ep Validity 28 3.7 Reliability 28 3.8 Data Collection Method 29 3.6 w n Methods of Data Analysis 30 lo 3.9 ad 3.10 Ethical Considerations 31 y th 3.11 Summary 31 ju yi CHAPTER FOUR 32 pl ANALYSIS OF RESULTS 32 Introduction 32 4.2 Sample Description 32 4.3 Evaluate the reliability of measurement scales 36 4.4 Critical factors of the coaching effectiveness 37 n ua al 4.1 n va fu Coach – Coachee Relationship 37 4.4.2 Employee Awareness 39 4.4.3 Employee Motivation 41 4.4.4 Support given to employees 42 4.4.5 Summary 43 oi m at nh z z vb The Effect of Workplace Coaching on Employee Performance 44 ht 4.5 ll 4.4.1 jm Employee performance 44 4.5.2 Correlation between workplace coaching effectiveness and employee performance 46 k 4.5.1 gm Management discussion about the findings 49 4.7 Summary 51 om l.c 4.6 CONCLUSION AND RECOMMENDATIONS 53 Recommendations 54 5.3 Limitations and suggestions for future research 58 y te re 5.2 n Conclusion of the study 53 va 5.1 n a Lu CHAPTER FIVE 53 REFERENCES APPENDICES LIST OF FIGURES t to Figure 1.1: The relationship between dependent and independent variables ng Figure 4.1: Role of employees in coaching practices at TAF 34 hi ep Figure 4.2: Status of employee training about coaching 34 Figure 4.3: Response frequency about coach-coachee relationship 37 w n Figure 4.4: Employee responding to question CR2 38 lo ad Figure 4.5: Response frequency about employee awareness 39 y th Figure 4.6: Response frequency about employee motivation 41 ju Figure 4.7: Response frequency about support given in coaching 42 yi pl Figure 4.8: Response frequency about employee performance 44 n ua al n va ll fu oi m at nh z z ht vb k jm om l.c gm n a Lu n va y te re LIST OF TABLES Table 4.1: Distribution of Demographic Information 33 t to Table 4.2: Employees who haven’t joined the training about coaching 35 ng hi Table 4.3: The reliability of measurement scales 36 ep Table 4.4: Detail results of relationship in coaching 38 w Table 4.5: Detail results of employee awareness 40 n lo Table 4.6: Detail results of employee motivation 41 ad Table 4.7: Detail results of support given to employees in coaching 43 y th Table 4.8: Employee performance results from coaching activities 45 ju yi Table 4.9: Key factors of workplace coaching effectiveness and employee pl performance 46 al n ua Table 4.10: Different demographic groups impacting to coaching 47 n va ll fu oi m at nh z z ht vb k jm om l.c gm n a Lu n va y te re ABSTRACT The purpose of this study was to determine how the use of workplace coaching t to as a human management and development tool can facilitate improvements to ng employee performance and in turn providing a platform to increase the competitive hi ep advantage of the organization The study was carried out at Tri An Factory (TAF), Nestlé Vietnam company and it comprises of a literature review, which includes the w n concept and essential principles of coaching, some key drivers of effective lo ad coaching, the employee performance and the correlation between workplace ju y th coaching and employee performance A quantitative research approach was used for this study with the participation of 190 employees from all working positions yi pl within TAF al ua The findings of the study revealed that workplace coaching is an effective n human management and development tool at TAF and it has positive impacts on va n employee performance The key factors, which contributed to workplace coaching fu ll effectiveness, were building trustful coach-coachee relationship, enhancing the m oi awareness and motivation of employees, and giving them the needed support The at nh employee performance was determined by employee work productivity, product z quality and customer satisfaction All were improved as the results of workplace z vb coaching ht Whilst the study proved the effectiveness of workplace coaching and its positive jm k impacts on employee performance, the findings also showed that there are gm opportunities for further improvements to workplace coaching at TAF The areas of om l.c improvements identified are using appropriate approach for each individual/ group based on their preference, promoting employee understanding about purposes and a Lu benefits of coaching, spending more time to coach employees, building criteria and n using those to measure the effectiveness of coaching sessions n va y te re CHAPTER ONE INTRODUCTION t to ng hi ep 1.1 Introduction In the present business environment, organizations are subjected to increased w competition, fast-paced change, increased demands from customers and different n lo stakeholders These factors are putting a huge pressure on organizations To ad compete and take the lead, companies are more conscious of their need of a y th ju competent, motivated and productive workforce which is considered as a yi distinctive and inimitable advantage pl ua al Since the traditional employee development does not always deliver the desired results, organizations often use coaching as a way to develop employee self- n n va confidence, self-efficacy, and contribute to actions that create results (Passmore and ll fu Fillery-Travis, 2011) The reason behind this trend could be that coaching is about oi m helping people to improve their performance not by telling them what to but by nh enabling them to learn how to change, making coaching a widely recognized tool at Coaching is a well-established practice that researchers have defined in different z z ways According to Smither (2011) coaching “is a one-to-one learning and vb ht development intervention that uses a collaborative, reflective, goal-focused k jm relationship to achieve professional outcomes that are valued by the coachee” gm (Smither, 2011, p.137) Grant (2001) defined coaching as a collaborative, solution- l.c focused, result-orientated systematic process, in which the coach facilitates the From a different angle, coaching is a term often related to the sports industry motivate the coachee to gain a better understanding of themselves in order to enable them to reach the peak of their capabilities (Whitmore, 2004) y psychological strengths into competency The coach’s job is to support, guide and te re but rather tries to get the best out of them by transforming physical and n them In most of these cases, the coach does not manage them or tell them what to va Athletes often pay astronomical wages to the best individuals in their field to coach n a Lu directed learning, goal attainment and personal growth of the coachee om enhancement of the coachee’s performance in various domains and fosters self- By applying this philosophy in workplace coaching, it can help individuals to realize their strengths and weaknesses Enabling them to find the answer to what works better for them rather than giving them the answers ready on the plate t to ng Coaching aims to empower people and help them to discover their potential hi abilities and talents instead of focusing on what they cannot (Wright, 2005) ep After all, coaching is about unlocking people’s potential with the intention to w improve/maximize their performance (Whitmore, 2004); a coach does not teach but n lo rather helps the coachee to learn Coaching can be a challenging endeavor for the ad coachee as well as the coach It is essential for the coach to have a clear y th understanding of their roles and responsibilities as well as being equipped with the ju yi desired behaviors and characteristics that can enable all parties involved to gain the pl best experience from the coaching sessions (Grant, 2006) al n ua Success of a coaching process heavily depends on the trustful relationships n va between the coach and the employee (Wu, Cheng and Huang, 2010) Thus while fu using coaching method, the coach first understands the cultural diversity of the ll individual employee (Serrat 2010) The cultural diversity such as religion, race, oi m color, belief systems, gender, and ethnicity among others may considerably affect nh at the coach and coachee relationships (Wilkesmann & Fischer, 2009) The outcome z of coaching for employees includes enhanced self-awareness, enhanced knowledge z ht vb and skills, greater motivation and morale, improved clarity about career direction, k Martin, 2011) jm increased innovation which all lead to improved performance (Stolmack and gm l.c Despite the global popularity of coaching, there is a shortage in the number of empirical studies exploring the effects of workplace coaching on employee om performance More specifically, there is an absence of such studies in Vietnam, a Lu especially in the manufacturing sector The typical respondents being surveyed in y coaches and coachees The key factors investigated were the coach-coachee te re workplace coaching to employee performance, through analyzing the perception of n Therefore, the purpose of this study is to examine some key factors linking va coaching sessions but not coachees who have received the coaching sessions n those researches were mainly managers or coaches who have delivered the PHẠM HỮU CHÍNH t to Thư điện tử: phamhuu.chinh@vn.nestle.com ng Điện thoại: 0932726767 hi ep Nhà máy Trị An – Công ty TNHH Nestlé Việt Nam KCN Amata, TP Biên Hòa, Tỉnh Đồng Nai w n lo ad THƯ GIỚI THIỆU ju y th V/v: ĐỀ ÁN NGHIÊN CỨU THẠC SĨ ĐIỀU HÀNH yi pl Kính gửi đồng nghiệp, al ua Hiện tơi sinh viên sau đại học Trường Đại học kinh tế TP Hồ Chí Minh, tơi n theo học lớp Thạc sĩ điều hành, chuyên ngành Quản trị, va n Là phần yêu cầu để hoàn thành khóa học, tơi thực đề tài nghiên cứu fu ll “Tác động huấn luyện đến hiệu công việc nhân viên” Để thực luận văn m oi này, tiến hành khảo sát thông qua bảng câu hỏi hiệu công tác nh huấn luyện nhà máy Trị An, công ty TNHH Nestlé Việt Nam at z Sự tham gia bạn khảo sát hỗ trợ lớn cho tơi có đầy đủ z ht vb thông tin liên quan đến đề tài từ giúp tơi thực nghiên cứu thành công k mật đảm bảo tuyệt đối jm Các thơng tin thu thập nhằm mục đích nghiên cứu tính bảo gm nêu n n va Trân trọng a Lu Xin cảm ơn bạn nhiều om Sự giúp đỡ bạn đánh giá cao l.c Nếu bạn có câu hỏi nào, xin liên hệ với tơi theo địa thư điện tử số điện thoại y te re Phạm Hữu Chính Appendix 2: Questionnaire t to QUESTIONNAIRE ng The Effect of Workplace Coaching on Employee Performance: hi The Case of Tri An Factory – Nestlé Vietnam ep w Part A: Coaching at Tri An factory n lo ad This section is related to current practices of workplace coaching and its impacts on y th employee performance at Tri An Factory (TAF) ju To what extent you agree with the following statements? yi pl Please stick a ‘√’ in the cell which you think it is the most appropriate answer next to the al n ua statement Disagree Uncertain Agree Strongly Agree ll Strongly Disagree fu n va Kindly respond using the Point Likert Scale below oi m z I am convinced by the purpose and benefits of coaching ht vb 01 z No Your evaluation at Statement nh Question strengths and weaknesses support employees and needs of employee y The coach tailors his/her approach to fit the preferences te re them space to learn by trial and error n The coach supports and develops employees by giving va 07 The coach practices coaching in the daily routines to n 06 ways of doing things a Lu 05 The coach challenges employee to find new and better om 04 l.c gm The coach listens to employee actively and respectfully k 03 The coach has helped employee to identify his/ her jm 02 Your evaluation Question Statement No t to ng As a result of coaching, employees have changed their 08 hi way of working to be more productive ep The coach spends significant time to build and maintain 09 w the trustful relationship with employee n lo The coach solicits feedback from employee to ensure ad 10 that his/her interactions are helpful to employee y th The coach encourages employees to broaden their ju yi 11 perspectives by helping them to see the big picture pl al The coach constantly provides employee with truthful ua 12 n and constructive feedbacks about his/ her performance va The coach asks questions rather than provide solutions n fu 13 ll to help employee think through issues oi m The coach facilitates creative thinking to help employee at solve his/ her problems nh 14 z Coaching has helped to improve the quality of customer z service delivery ht vb 15 y strengths and ability to overcome barriers te re The coach has helped employee to appreciate his/ her n produced by employees va Coaching has helped to improve the quality of product n formal job responsibilities a Lu Coaching has motivated employees to go beyond their om supports exploration and change l.c 20 Coaching has helped to create an environment that 19 both coach and employee gm 18 Coaching has helped to improve leadership skills of k 17 jm 16 Your evaluation Question Statement No t to Coaching has helped employees to fully understand ng hi 21 how their objectives fit with business goals and commit ep to those Coaching has helped to improve the level of employee w 22 n engagement lo Through coaching, employees have been always doing ad their best to produce good quality products ju y th 23 yi The coach creates a safe environment in which employee can feel comfortable taking the risks pl 24 al n ua necessary to learn and develop realistic and challenging goals n 25 va The coach has helped employee to identify and set ll fu m Coaching has encouraged employees to actively seek to understand customer requirements and expectations oi 26 nh at Coaching has inspired and motivated employee to perform optimally z 27 z ht Coaching has helped to boost employee morale vb 28 Coaching has promoted the employee ownership of product quality assurance om 30 l.c gm of coaching k jm There is an increase in customer satisfaction as a result 29 n a Lu n va y te re Part B – Demographic Questions: For the below questions, please place a ‘√’ in the block next to the correct answer t to Gender: ng  Male  Female hi ep Age:  Below 25 years old  35 - 40 years old w  41 - 45 years old n  25 - 30 years old lo  Above 45 years old ad  31 - 35 years old ju y th Education Level  Bachelor’s degree pl  Master’s degree n  College ua al  Diploma yi  High school n va  From >3 to years  From >1 to years oi m  đến năm at  Trên năm trở lên z  Từ > đến năm nh  3 years to years 3.43 ht Position Appendix 4: Detail analysis of employees who graduated from university t to Relationship Awareness Motivation Bachelor Support Employee Performance Count ng Mean Mean Mean Mean Mean hi 45 3.87 3.98 3.92 3.86 3.87 Female 20 3.71 3.91 3.69 3.64 3.73 Below 25 years old 3.50 3.35 3.36 3.40 3.34 25-30 years old 22 3.83 3.99 3.73 3.73 3.79 31-35 years old 27 3.88 4.02 3.95 3.89 3.86 3.80 3.90 3.98 3.75 3.91 3.60 4.00 4.00 3.80 3.88 Above 45 years old 3.80 4.07 4.05 4.00 4.21 Operator, clerk (G13, G12) 17 3.86 3.93 3.84 3.81 3.78 va ep Male 3.67 3.87 3.70 3.71 3.73 4.00 4.08 3.98 3.88 3.95 3.96 4.03 3.72 3.93 3.64 3.55 3.55 3.90 3.92 3.97 3.95 3.89 3.94 3.72 3.74 3.80 4.08 Gender w n lo ad ju y th Age 36-40 years old yi pl 41-45 years old n ua al 23 n Officer (G11, G10) 20 Manager (from G9 up) 1 year to years 13 4.00 From >3 years to years 20 3.96 4.15 Above years 24 3.67 3.79 ht Coach 4.20 3.93 3.95 Coachee 16 3.61 3.71 3.58 gm 3.54 Both Coach and Coachee 46 3.87 4.04 3.93 3.84 3.91 Yes 54 3.91 4.07 3.94 3.87 om Not Yet 11 3.38 3.42 3.40 3.38 3.39 ll Supervisor (G11, G10) m fu Position oi 3.68 4.05 z z vb 3.80 k jm 3.64 l.c 3.91 n a Lu Attended the training about coaching at Role in coaching nh Length of service 3.83 n va y te re Appendix 5: Detail analysis of employees who played the role of the coachee t to Valid Relationship Awareness Motivation N Mean Mean Mean Coachee ng hi Support Employee Performance Mean Mean 3.87 3.98 3.90 3.83 3.92 Female 10 3.82 4.18 4.00 3.80 3.91 Below 25 years old 14 3.90 4.01 3.87 3.83 3.89 25-30 years old 40 4.00 4.11 3.99 3.92 3.97 31-35 years old 23 3.68 3.81 3.76 3.68 3.87 3.60 4.07 4.05 3.83 3.92 3.80 4.00 4.00 3.80 3.69 4.33 4.40 4.38 4.47 4.58 va 75 ju ep Male 4.18 4.32 4.26 4.09 4.20 3.78 3.96 3.85 3.75 3.90 Gender w n lo ad y th Age 36-40 years old yi pl 41-45 years old al n High School ua Above 45 years old ll 46 fu Education level College 19 n Diploma 16 3.61 m 3.71 3.58 3.64 3.54 Master's Degree 4.00 4.00 4.00 3.80 3.50 Operator, clerk (G13, G12) 74 3.90 at 3.96 3.87 3.98 Officer (G11, G10) 3.56 3.76 3.60 3.62 3.60 Supervisor (G11, G10) 3.40 3.60 2.80 3.00 Manager (from G9 up) 4.00 4.00 4.00 3.80 3.50 1 year to years 32 3.96 4.05 3.97 3.93 3.98 From >3 years to years 25 3.74 3.98 3.88 3.78 Above years 3.40 3.53 3.39 3.45 60 3.86 4.00 3.90 3.83 3.93 25 3.87 4.02 3.94 3.84 3.90 oi Bachelor's Degree nh 4.04 z z vb Position ht 2.86 k jm l.c 3.89 om 3.45 n a Lu n va Attended the Yes training about Not Yet coaching Length of service 3.89 y te re Appendix 6: Detail analysis of employees who worked at TAF more than five years t to ng Valid Relationship Awareness Motivation Support N Mean Mean Mean Mean hi More than year service at TAF Employee Performance ep Mean Male 28 3.79 3.91 3.91 3.84 3.87 Female 3.54 3.69 3.53 3.60 3.57 Below 25 years old 25-30 years old 3.15 3.15 3.11 3.10 3.13 31-35 years old 18 3.70 3.84 3.77 3.72 3.75 36-40 years old 3.93 4.00 4.05 4.00 4.10 41-45 years old 3.90 4.15 4.25 4.05 3.91 4.13 4.33 4.24 4.40 4.33 4.70 4.60 4.50 4.60 4.81 3.37 3.48 3.58 3.80 3.72 3.74 4.29 4.25 4.00 3.77 3.82 3.88 3.43 3.41 3.91 3.96 w Gender n lo ad ju y th yi Age pl n ua al Above 45 years old va High School n College m 3.60 Bachelor's Degree 24 3.67 3.79 Master's Degree 4.10 at Operator, clerk (G13, G12) 12 3.80 3.93 Officer (G11, G10) 3.40 3.43 Supervisor (G11, G10) 3.80 3.94 4.02 Manager (from G9 up) 3.93 4.15 4.21 Coach 4.00 3.70 3.93 Coachee 3.40 3.53 3.39 3.45 Both Coach and Coachee 25 3.82 3.99 3.97 3.90 31 3.77 3.90 3.85 3.83 3.83 3.45 3.60 3.71 3.55 3.66 ll fu 3.40 oi Education Level Diploma nh 4.30 z 3.39 ht k jm 4.03 3.97 3.80 3.88 l.c gm 3.45 om 3.92 n a Lu n va Attended the Yes training about Not Yet coaching vb Role in coaching z Position y te re Appendix 7: Detail analysis of employees who were female t to Valid N Female Relationship Awareness Motivation Support Employee Performance ng Mean Mean Mean Mean Mean w n 3.73 4.07 3.95 3.73 3.88 25-30 years old 16 3.81 4.08 3.80 3.66 3.81 31-35 years old 3.97 4.14 3.92 3.80 3.96 36-40 years old 3.70 3.70 3.64 3.60 3.63 41-45 years old ju ep y th hi Below 25 years old Above 45 years old 3.90 4.20 3.86 4.00 4.06 4.20 4.40 4.57 4.40 4.00 4.38 4.09 3.73 4.11 3.91 3.69 3.64 3.73 4.60 4.14 4.60 4.25 4.18 4.05 3.93 3.98 4.04 3.69 3.56 3.74 3.71 3.53 3.79 4.00 4.06 3.73 4.02 lo Age ad yi pl High School 4.05 Bachelor's Degree 20 3.71 Master's Degree ll Operator, clerk (G13, G12) 11 3.95 Officer (G11, G10) 11 3.64 Supervisor (G11, G10) 4.00 3.90 Manager (from G9 up) 3.90 4.20 1 year to years 10 4.10 4.28 4.06 gm 4.05 From >3 years to years 3.80 4.09 3.69 3.69 3.73 Above years 3.54 3.69 3.53 3.60 om Coach 4.53 4.47 4.00 3.60 4.42 Coachee 10 3.82 4.18 4.00 3.80 3.91 Both Coach and Coachee 17 3.73 3.94 3.71 3.69 3.73 24 3.83 4.03 3.76 3.67 3.82 3.87 4.27 4.14 3.93 4.02 n va Education level College n ua al Diploma fu oi m 4.40 at nh z Position z vb ht 3.86 k jm 3.57 n a Lu n va y te re Attended the Yes training about coaching Not Yet l.c Role in coaching 3.82 Length of service Appendix 8: Detail analysis of employees who aged below 25 years old t to Valid Relationship Awareness Motivation N Mean Mean Mean ng Age below 25 years old hi Support Employee Performance Mean Mean 14 3.90 4.01 3.86 3.81 3.89 Female 3.73 4.07 3.95 3.73 3.88 High School 4.00 4.60 4.29 4.00 4.38 Diploma 4.12 4.52 4.29 4.08 4.18 y th ep Male 3.89 3.97 3.82 3.80 3.93 Bachelor's Degree 3.50 3.35 3.36 3.40 3.34 3.89 4.04 3.88 3.81 3.90 3.60 3.80 3.71 3.60 3.75 4.05 3.89 3.80 3.91 3.71 3.73 3.73 5.00 4.40 5.00 3.00 3.00 Gender w n lo ad College ju Education level yi pl ua al Master's Degree Operator, clerk (G13, G12) 16 n va Officer (G11, G10) n Position Manager (from G9 up) 1 year to years 3.88 at From >3 years to years 4.60 5.00 Above years Coach 3.00 3.20 3.00 Coachee 14 3.90 4.01 3.87 gm 3.89 Both Coach and Coachee 4.10 4.50 4.36 4.00 4.31 4.24 4.36 4.06 4.00 om 12 3.72 3.88 3.80 3.72 3.76 ll fu Supervisor (G11, G10) oi m nh 3.88 z z Length of service ht vb k jm Role in coaching l.c 4.20 n a Lu Attended the Yes training about Not Yet coaching 3.83 n va y te re