(Luận văn thạc sĩ) developing the job specifications for managers in commercial group vietnam airlines

VIETNAM NATIO N A L UNIVERSITY HANOI SCHOOL OF BUSINESS NGUYEN THI HA DONG DEVELOPING THE JOB SPECIFICATIONS FOR MANAGERS IN COMMERCIAL GROUP, VIETNAM AIRLINES Major: Business Administration Code: MASTER OF BUSINESS ADMINISTRATION THESIS SUPERVISOR: NGUYEN NGOC ANH HANOI 2004 DEVELOPING THE JOB SPECIFICATIONS FOR MANAGERS IN COMMERCIAL GROUP, VIETNAM AIRLINES FO REW O RD O rganizations today face many challenges in management o f their human resources Challenges are from organizational structure, market o f business, human resource, finance, technology, and all o f them can make the business build to last or exist Between these elements, the human resource is one o f the most important one H um an resource management involves the skills, ability, knowledge, behaviors, perform ance, For each posistion in the organization need the diffirence requirements and at diffirence level The managers has the duties to evaluate and direct the way for employees That m anager has get enough ability and knowledge in managing other people in the organization To get that target, the standardization is neccessav condition to ensure high performance and developing correct rew arding system and developm ent program To enhence performance of the employees, that employee has to prepare herself certain knowledge, understanding about job and enthusiam On the organization, they need has the program for evaluate people inside the organization and supporting program about the knowlwdge, skills, and the last purpose, the organization will last longer and more develop With that targets, this thesis is made to solve some problems like this I, myseif, feel so happy if this project can become true and made the organization well develop The human resource is more and more important in any organization and especially with Vietnam Airline, the service corporation, the human resource management is much more important and lead to the success of the business With that purpose, I hope that this paper will be useful in real and become :he direction for directors in managing their human resouce NIguven I'm Ha Dong Final Thesis Remba 01 CHAPTER INTRODUCTION OF THE THESIS A t present, many V ietnam businesses consider training is one o f the m ost important activity to get the short-term and long-term objectives in the globalization market and changeable environment Investment activity for training o f Vietnam businesses has increased rapidly However the problem is that a master training program which geared toward the corporation long- term objectives is not yet well develop and the content o f training is not developed from the employees’ need This situation lead to the result o f the training activities are always so low and the training does not meet real the demand o f business W ith the target to become a leading airline in the region, Vietnam Airlines set the target to increase grow th speed and develop in some next few years To get that target, Vietnam Airlines is implementing many program such as open the new airlines, increase their fleet and enhance the management activities In order to that, Vietnam Airlines need to be continuously improved and one o f the solutions is training Improve training means that managing training activities o f Vietnam A irlines has to achieve change to the standardization and systemization Training effectiveness will be improved when it close to the business objectives and support for developm ent o f employees To m ake training to be standardization and systemization, it is necessary to create many methods but the first method is to build up specification training At this moment, the technical group o f Vietnam Airlines has had job specification but other group o f the Vietnam Airlines has not yet the Director o f Vietnam Airline want \ ” uven Fhi Ha Dong F in a l T h e s is A iim D d [ to build up the trainmg system for all groups and consider it as the handbook for employees With that purpose, the project will build the job specification for the commercial group as the first unit after that the job specification o f other groups will be in work and when it finishes, it is really the useful tool for managers in managing the employees o f the organization M guven Thi Ha Dong Final Thesis Remba Ü1 CHAPTER LITURATURE REVIEW 2.1 T h e B ackground o f Jo b A nalysis' 2.1.1 Term inology To avoid as m uch as possible the semantic confusion in job analysis terminology noted by Harvey2 (1991), this section w ill define the terms used throughout time First, job characteristics can be analyzed at three main levels, the elem ent, the task, and the duty (Cascio, 1998) An element is the smallest unit o f analysis, describing a highly specific action carried out for a highly specific purpose (e.g., pressing keys on a typew riter to mark letters on a piece o f paper) Comprised o f more than one element, a task is a more general activity performed for a more general purpose (e.g., typing a letter) The broadest job characteristic is a duty, which comprises any number o f tasks collectively carried out for a general purpose (e.g., communicating with the public) Second, w orker characteristics describe the knowledge, skills, abilities, and other characteristics (KSA Os) that employees must possess to perform a jo b ’s elements, tasks, and duties Interrater Agreement of Incumbent Job Specification Importance Measurement Steven R Burnkrant Professional researchers in Human Resource N guven Thi H a D o nỗ Final Thesis Remba 01 In this context, know ledge is having the necessary information to perform one’s job (e.g., fluency in English) and a skill is the competence to perform a learned activity (e.g., typing) A bilities and other characteristics describe unobservable worker characteristics, such as intelligence (in the case of ability) and personality traits (in the case o f other characteristics) that may be correlated with the KSs required by a job and the ability to successfully carry out the relevant elements, tasks, and duties Third, workers m ay be classified by their position, job, occupation, and occupational family A position describes the work o f an individual employee A job is a group o f sim ilar positions within a single organization The same or similar jobs across multiple organizations are collectively referred to as an occupation At the highest level, an occupational family refers to groups o f similar occupations (e.g., clerical, professional) In the Federal government, workers are classified according to occupational series, where each series refers to similar jobs in different agencies Within series, workers are classified by grade, a classification that corresponds to the level o f responsibility, job complexity, and other characteristics o f a position in a series, as well as by step, a sub-classification o f grade primarily determined, in practice, by organizational tenure rather than any work requirements or responsibilities The private sector equivalents of grades and steps are usually more fluid and less rigidly defined, as are the accompanying compensation systems Finally, given jo b and worker characteristics on the one hand, and jobs and occupations on the other, one can distinguish among job analyses, job specifications, occupational analyses, and occupational specifications Following Harvey (1991; see also Harvey & Wilson, 2000) job analysis is “the collection of data describing (a) observable (or otherwise verifiable) job behaviors performed by w orkers, including both what is accomplished as well as what technologies are em ployed to accom plish the end result and (b) verifiable characteristics o f the job environm ent with which workers interact, including physical, mechanical, social, and informational elem ents” (p 74, emphasis in original) By extension, an occupational analysis refers to ihe description o f observable job behaviors and N ig u v e n Fhi H a D o n g F in a i T h e s is A t-m o a C i] characteristics common to the jobs classified in a single occupation A job specification, on the other hand, refers to a description o f the w orker characteristics needed to perform a job successfully (i.e., the setting o fK S A O requirements) One may then define an occupational specification as a description o f worker characteristics needed to perform the requirements o f an occupation A w orker with the KSAOs identified by an occupational specification should be able to transfer with minimal difficulty to any job within that occupation 2.1.2 Methods o f Setting KSAO Requirements The various methods o f developing a job specification all rely on subject matter experts (SMEs) to measure the applicability and importance o f K SAOs The SM E3s may be incumbents, supervisors, or job analysts; measurings may be made directly or with reference to a job analysis; and measurings may be made using a questionnaire or through discussion by a panel o f SMEs With threshold traits analysis (Lopez, Kesselman, & Lopez, 1981), for example, supervisors in a group first independently and directly measure the relevance and level required o f 33 traits, and then resolve disagreements with a discussion Using an adjective checklist approach (A m eson & Peterson, 1986, cited in Harvey, 1991), trait specifications are inferred from incum bents’ direct measurings o f the relevance o f various w orker characteristics In other cases (e.g., Hughes & Prien, 1989), a job analyst may conduct a ‘pilot" job analysis (e.g., via observation) to identify relevant tasks, behaviors, and KSAOs, and from which a standard questionnaire will be developed SM Es then measure the job tasks and KSAOs on the same questionnaire Those KSAOs meeting some specified cutoff are then used, for example, in a selection system To save time and money, some have advocated the use of direct, holistic measurings o f worker requirements, an approach adopted by some “competency modelers" ie.g., ‘ Small and Medium Enterprises N guven Thi Ha t)ong Final Thesis Remoa 01 Shippm ann et al., 2002) and the Occupational Information Network (0*N et) W hatever the method, individual measurings must be aggregated to form summary scores for the jo b or occupation The question then becomes whether or not the resulting job specification is valid As discussed by Harvey (1991), if K Ss are set with reference to a task- or behaviorbased jo b analysis, an analyst may easily verify their necessity by matching job requirem ents with the skills and knowledge needed to perform them (i.e., content validation) On the other hand, when KSs are measured directly, without reference to a job analysis, and whenever AOs are measured, validity can only be inferred Such evidence may come from a criterion-related validation study or from the use o f job com ponent validation (e.g., M cCormick DeNisi, & Shaw, 1979) Even these m ethods, how ever, presuppose the existence o f internally valid KSAO measurings In other w ords, w hether SM Es m easure KSAOs directly or w ith reference to a job analysis, adequate intermeasurer agreement is a necessary but not sufficient precondition for the validity o f the resulting job specification 2.1.3 Legal Requirements and Professional Guidelines W hile not explicating how one should conduct a job specification, legislation and its accom panying case law clearly require that they be valid and job-related Title VII o f the Civil Rights Act o f 1964 (and its extensions: the Equal Employment O pportunity Act o f 1972 and the Civil Rights Act o f 1991), the Equal Pay Act o f 1963, the A ge Discrimination in Employment Act o f 1967, and the American with D isabilities Act o f 1990 each has as its central objective the prevention o f em ploym ent practices that deny equal opportunity to otherw ise qualified members of protected groups Because they delineate occupational requirements, com prehensive and thorough job analyses form the backbone o f legally defensible personnel practices (Albemarle Paper Co v Moody, 1975; EEOC v Atlas Paper Box Co., 1989; Griggs v Duke Power Co., 1971; Jones v N ew York City Human Resources Administration 1975; Sledge v J P Stevens & Co., 1978) in Guardians Association o f the New York City Police Department v Civil S en ice Commission N guven ITii H a D ong Final Thesis R e m b a 01 of the City o f New York (1980), the court ruled as impermissible a test constructed to measure KSAOs identified by a perusal of occupational materials (e.g., job manuals), without conducting a formal job analysis (e.g., observing worker behavior) Along the same lines, the court ruled in U.S v State o f N ew Y ork (1979, cited in Harvey, 1991) that direct measurings of KSAO criticality, in the absence o f a task-based job analysis that demonstmeasures their relevance to the jo b , are not sufficient to justify their inclusion in an employment test (cf K esselm an & Lopez, 1979) Echoing these and other decisions (e.g., Vulcan Society v Civil Service Commission, 1973), the court in Contreras v City o f Los Angeles (1981) ruled that KSAO requirements must be shown to be predictive o f important w ork behavior Importantly, the court viewed the agreement in KSAO criticality measurings as evidence that the measurings were neither skewed nor biased In other words, a KSAO should not be included in an employment test if job experts not agree on its importance Thus, the KSAOs used in personnel practices should be linked to verifiable occupational requirements and must be clearly critical, as judged, for example, from agreement in measurings o f importance Professional guidelines, viz the Uniform Guidelines on Employee Selection Procedures (1978), the Standards for Educational and Psychological Testing (1985), and the Principles for the Validation and Use o f Selection Procedures (1987), generally parallel the requirements set forth by legislation and case law The Guidelines, for example, have a clear preference for minimizing the inferential leap from job content to required KSAOs, stating “a selection procedure based upon inferences about mental processes cannot be supported solely or primarily on the basis o f content validity” (section 14C(1)) The Standards, though not specific w ith respect to job analysis, similarly note that content validation requires a direct link between a test and job content, and that construct validation must be based on more than expert judgm ent alone Nguyen Till Ha Đong Final Thesis Remba 01 10 The Principles are som ewhat less strict and som ewhat more vague, as in the requirements that “scales used to evaluate tasks and [KSAOs] should have reasonable psychom etric properties” and “lack o f consensus should be noted and carefully considered” (p 5, emphasis added) The meaning and implications o f these terms are not exactly clear, although it can be inferred from the Principles’ recommendation that construct validation be used for general K SAOs that KSAO measurings should be reliable and valid W hen multiple m easurers are used, this implies that, at a minimum, SM Es should agree on the relevance and im portance o f the KSAOs (H arvey, 1991) 2 J o b a n a ly sis th e o r y 2.2.1 Jo b A nalysis in general As the Job analysis is one o f the main activities o f Human Resource M anagement That is a system atic way to gather and analyze information about the content and the human requirem ents o f job, and the context in which jobs are performed There are many definitions o f job analysis, such as Job Analysis is a process to identify and determine in detail the particular job duties and requirem ents and the relative importance o f these duties for a given job Job Analysis is a process w here judgem ents are made about data collected on a job Job analysis 5: The process o f describing and recording many aspects or elements o f the job The outcom e o f jo b analysis has two components Job description: A w ritten summary o f task requirements This is the physical and environmental characteristics o f the work to be done Job specification: A written summary o f work requirements (knowledge, skills, aptitudes, attitudes) http://www.hr-guide.com/data/G022.htm http://eies.njit.edu/~rotter/courses/hrm606/lecturenotes/1 N guyen Thi H a D ong Final Thesis Remba 01 123 Level M ak es a c tiv e u s e o f the argu m en ts and fe e lin g s o f others to support his/her o w n argu m en t, m a k in g th e a d v a n ta g e s o f h is/h er p oin t o f v ie w e x p lic it in a w a y that others can a ccep t Level Su p p orts o th ers in a team in m a k in g d iffe r en ce s in stan d p oin ts and argum ents e x p lic it and c o n sid e r in g th em in a r e sp ec tfu l m an n er and, through the w a y in w h ic h h e /sh e b e h a v e s, h e lp s brin g the v a r io u s argu m en ts into lin e L evel W ithin the o r g a n isa tio n , h e lp s others to lea m and v a lu e lo g ic a l, resp ectfu l argu m en tation and, th rou gh h is/h e r o w n s ty le o f argum en tation , regularly su c c ee d s in w in n in g o v e r o th ers to h is /h e r stan d p oin ts at all le v e ls N E T W O R K IN G Constructing relationships and networks which are useful in achieving objectives; making effective use of informal networks to get things done L e v e l 1: M a in ta in s co n ta ct w ith oth ers both in sid e and o u tsid e the organisation L e v e l 2: W ork s in d e p e n d e n tly to create relation sh ip s and n etw ork s and u tilise s them to a c h ie v e o b je c tiv e s L e v e l : H e lp s oth ers to e x p a n d h is/h er and their o w n relation sh ip s and n etw orks and u tilise th em to a c h ie v e o b je c tiv e s N g u v en Thi H a Đ o n g Final T h e s i s Rem ba 01 124 L e v e l : S e e s to it that the o rgan isation is c o n n e c te d to v a rio u s n e tw o r k s and creates o p p o rtu n ities for it to m aintain tacts w ith im portant parties CRO SS C U LTUR E U n d e r s t a n d s a n d a p p r e c ia t e s iss u e s fr o m th e p e r s p e c t iv e o f o t h e r c u ltu r e s a n d c o u n tr ie s L e v e l 1: A d o p ts a g lo b a l o u tlo o k , appreciates is s u e s fro m th e p e r s p e c tiv e o f other cu ltu res and co u n tr ie s L e v e l 2: R ela tes e ff e c tiv e ly to individu al from other cu ltu res L e v e l 3: D em o n str a te s an understanding o f h o w d e c is io n s m a y be p e r c e iv e d b y p eo p le from o th er cu ltu res L e v e l 4: M o n ito r s th e im p act o f actio n s on p e o p le o f d iffe r en t cu ltu res F L ea d ersh ip B u ild in g D E V E L O P IN G P E O P L E P r o v id e s j o b - r e le v a n t le a r n in g , d e v e lo p m e n ta l e x p e r ie n c e s , a n d f e e d b a c k to e n h a n c e in d iv id u a l p e r fo r m a n c e L e v e l N g u v e n T hi H a D o n g Final Thesis R em b a 01 125 • A s s ig n s c h a lle n g in g ta sk s an d a ssig n m e n ts that w ill h e lp p e o p le d e v e lo p their sk ills • P r o v id e s d ir ec tio n in co rrect p erfo rm a n ce o f ta sk s an d a ssig n m e n ts L e v e l • T a k es tim e to le a m ab ou t an d u n d erstan d d irect re p o r ts’ career g o a ls • P r o v id e s stretch j o b s and a ssig n m e n ts for d irect reports to h e lp them d ev elo p their s k ills • E n c o u r a g e s d irect reports to stretch and try n e w a p p ro a ch es and learning situ a tio n s • P r o v id e s tim e ly , c o n str u c tiv e fe e d b a c k an d c o a c h in g that facilitates im p r o v e m e n t an d b u ild s s e lf-e s te e m L evel • A c t iv e ly c o a c h e s d irect reports in h o w to g e t th e m o st learn in g from their current a ssig n m e n t • G iv e s d irect reports ca n d id , th ou gh tfu l fee d b a ck on th eir strengths and w ea k n esses • G iv e h is /h e r d irect rep orts g o o d v is ib ility w ith h ig h e r m a n a g em en t • E n c o u r a g e s p e o p le to in v e s t tim e fo r re le v a n t training or ed u cation , and su p p o rts th e m w h e n th e y d o so L evel « H o ld s m a n a g e rs a c c o u n ta b le for d e v e lo p in g p e o p le in th eir grou p /organ ization N g u y e n T hi H a Đ o n g Final T hesis Remba 01 ’ 126 • Identifies key people in his/her organization to assum e high-level m anagem ent responsibilities, and is an advocate for them w hen opportunities for advancem ent occur • S up ports m o v e m e n t o f h igh -potential p e o p le in to g o o d d e v e lo p m e n ta l jo b s o u tsid e h is/h e r organ ization , e v e n w h en it is in c o n v e n ie n t to d o so • S y s te m a tic a lly p rom otes p e o p le d e v e lo p m e n t b y p r o v id in g d evelop m en tal a ssig n m e n ts and in v estin g resou rces O v e r d o in g d e v e lo p in g p e o p le M ay rein vest too m uch time in creating challenging a ssig n m en ts and too little tim e in accom plishing objectives; m ay be overly o p tim istic a b o u t how much subordinates can grow ; m ay concentrate on the d evelo p m en t o f a f e w subordinates a t the expense o f the team S T R A T E G IC L E A D E R S H IP C reates a sh ared p u rp o se, v isio n , or direction for h is/h er grou p or o rgan ization , and in sp ires to w o rk tow ard it L e v e l • D elineates a set o f objectives, and initiates action to w ard m eeting them • C o m m u n ica te s en th u siasm and com m itm en t to a c h ie v in g g o a ls and m aking a trib u tion to h is/h er team L e v e l • O u tlin es a c le a r direction for team m em b ers and e ff e c tiv e ly m otivates them tow ard im portant g o a ls N g u v e n Thi H a D o n g Final Thesis Remba 01 127 • W ork s e n th u sia stic a lly w ith p e o p le in h is/h e r o w n grou p an d re la ted grou p s to a c h ie v e team or p r o c e ss g o a ls L e v e l • A r tic u la tes a c le a r stra teg ic v isio n , g en era tes en th u sia sm that im p a cts m u ltip le g ro u p s, and crea tes sy m b o ls to rally the support o f p e o p le in h is /h e r group or o rg a n iza tio n • V ie w e d b y p e o p le in sid e and o u tsid e h is/h e r group as a h ig h ly e ffe c tiv e , m o tiv a tin g lea d er • A d ju sts lea d ersh ip s ty le to m e e t the d em an d s and req u irem en ts o f d ifferen t situ a tio n s an d g rou p s s u c c e s s fu lly • I n v o lv e s g ro u p s in strategy d e v e lo p m e n t in w a y s that g e n e r a te en th u siasm , o w n er sh ip , and com m itm en t L e v e l • B reak s n e w grou n d , creates a c o m p e llin g v isio n for V ie tn a m A ir lin e s , and is a r o le m o d e l in e n e r g iz in g others to w o rk to w a rd that v isio n • C o n sta n tly c o m m u n ic a te s h is/h e r strategic v is io n , and d e m o n str a tes u n fla g g in g p e r so n a l c o m m itm e n t to it • Is an u n u su a lly g ifte d lead er, cap ab le o f in sp irin g org a n iza tio n s to n e w le v e ls o f a c h iev e m en t? • A d a p ts lea d er sh ip s ty le to deal e ffe c tiv e ly w ith , and g a in su p p ort from , d ifferen t ty p es o f p e o p le , even in stressfu l or d ifficu lt situ ation s • C a p a b le o f le a d in g o rgan ization s s u c c e s s fu lly through d iffic u lt tim e s or serio u s N g u y e n T hi H a D o n g Final T hesis R em b a 01 128 O v e r d o in g s t r a t e g ic le a d e r s h ip M ay leave p e o p le behind; m a y lack p a tien ce with those w ho n o t understand o r sh a re h is/her vision; m ay la ck appropriate detail-orientation a n d concern f o r ad m inistrative rou tin e; m ay la c k fo llo w -th ro u g h on d a y-to -d a y tasks; m a y be reluctant to m ake decisio n s im p a ctin g day-to-d a y m anagem ent o r w h ich a p p e a r u nrelated to the vision S T R A T E G IC T H IN K IN G U n d erstan d s th e b u s in e s s , and an ticip ates an d d e v e lo p s b u s in e s s p rio rities for future a ctio n L e v e l • U n d ersta n d s the b u sin e ss issu e s relevant to h is/h e r w o rk , and ap p lies th is k n o w le d g e to s o lv in g p r o b le m s • T hinks ab o u t w hat needs to be done today to acco m p lish h is/h er goals for the next 1-6 m onths • A c c u r a tely d iffe r en tia te s th e p roblem from th e sy m p to m s L ev el • U n d ersta n d s th e b u s in e s s an d strategies in in ter-d ep en d en t areas an d ap p lies th is k n o w le d g e to m a k in g g o o d d e c isio n s • T h in k s a h e a d -1 m o n th s, r e co g n iz in g trends and d r iv in g d e v e lo p m e n t o f p la n s ' to take a d v a n ta g e o f p o ten tia l opportunities • Poses cred ib le alternative scenarios for long-range plans relevant to running his/her g ro u p ’ work, and projects how they w ill play out N g u y e n Thi H a D o n g Final Thesis R em ba 01 129 Level • D e m o n stra tes k e e n understanding o f the range o f iss u e s a n d v a ria b les that w ill im pact V ie tn a m A ir lin e s ’s future su c c e ss • H as an e x c e lle n t u n d erstanding o f how V ie tn a m A ir lin e s prod u cts and te c h n o lo g y “fit” into th e industry overall • T h in k s a h e a d -1 m on th s, p rojectin g trends and d e v is in g stra teg ies for V ietn a m A ir lin e s to c a p ita lize on opportunities • In sig h tfu lly r e c o g n iz e s vu ln erab ilities and co m p etito r threats L evel • T h in k s g lo b a lly and in c is iv e ly , taking a broad v ie w o f th e fu ll n g e o f variab les that c o u ld im p act V ie tn a m A ir lin e s ’s future s u c c e s s • D e v e lo p s lo n g -term strategies that im p act V ie tn a m A ir lin e s overall and ca p ita lize e x c e p tio n a lly w e ll on V ietn a m A ir lin e s ’s p o s itio n in the industry ov era ll • T h in k s a h ea d m ore than 18 m onth s, d e v isin g break -th rou gh m ark et creation, penetration, and p rotection strategies that en ab le V ie tn a m A ir lin e s to b u ild and m aintain a stron g c o m p etitiv e p o sitio n • Is a proven a d v iso r to e x e c u tiv e s on strategic, h ig h ly c o m p le x is s u e s , problem s, and c h a lle n g e s? Overdoing strategic thinking M ay n o t be tolerant o f o r have patience with d a y-to -d a y details; m ay overcom plicate p la n s by in g too m uch contingency p la n n in g ; m a y n o t be able to p rio ritize current active tiles; m ay over fo c u s on business a n d stra teg y a n d n o t give appropriate em phasis to p eo p le issues; m ay not be able to co m m u n ica te with tactical N g u y en Thi H a D o n g Final Thesis R em ba 01 o r less c o m p lex p eo p le; m ay m iss the trees f o r the fo r e s t; m a y be seen as too theoretical V IS IO N S H A R IN G U n d e r s t a n d a n d b u ild u p th e s tr a te g ic v is io n f o r th e o r g a n iz a t io n , p r o m o te a n d s h a r e v is io n to o t h e r m e m b e r e f f e c t iv e ly L e v e l 1: Id e n tifie s and d e v e lo p a clear b u s in e s s v isio n for th e team or organ ization from a ran ge o f p o s s ib ilitie s L e v e l 2: P ro m o tes the v isio n o f the org a n iza tio n or team to oth ers in a p o sitiv e and e n th u sia stic fa sh io n N g u v e n T hi H a D o n g Final T hesis R em ba 01 131 i APPEN D IX B Professional and Administrative KSAOs 31 READ I N G - U n d erstan d s and interprets w ritten m aterial, in c lu d in g tech n ica l im a te r ia l, r u les, reg u la tio n s, in stru ctio n s, reports, charts, graphs, or tables; a p p lies w h at iis le a r n e d from w ritten m aterial to s p e c ific situation s WRITING - R e c o g n iz e s or u se s correct E n glish gram m ar, p u n ctu ation , and s p e llin g ; c o m m u n ic a te s in form ation (fo r e x a m p le , facts, id eas, or m e s s a g e s ) in a su c c in c t and o r g a n iz e d m an n er, p ro d u ces w ritten inform ation, w h ic h m ay in c lu d e tech n ica l m a te r ia l, th at is appropriate for the in ten d ed au d ien ce ARITHMETIC - P erform s com p u tation s su ch as a d d ition , subtraction, m u ltip lic a tio n , and d iv isio n correctly u sin g w h o le num bers, fraction s, d e c im a ls, and p e r c e n ta g e s M A T H E M A T I C A L REASONING - S o lv e s p ractical p rob lem s b y c h o o s in g a p p r o p r ia te ly from a variety o f m ath em atical and statistical tech n iq u es O R A L COMMUNICATION - E x p re sse s inform ation (fo r e x a m p le , id eas or fa cts) to in d iv id u a ls or grou p s e ffe c tiv e ly , tak in g in to accou n t th e a u d ie n c e an d nature o f th e in fo r m a tio n (fo r e x a m p le , tec h n ic a l, s e n sitiv e , troversial); m a k es clea r and c o n v in c in g oral p resen tation s; liste n s to others, attends to nonverbal c u e s , and resp on d s a p p r o p r ia te ly N g u y e n T hi H a D o n g Final Thesis R em ba 01 132 C R E A T IV E T H IN K IN G - U ses im agination to d e v e lo p new in sights into situ a tio n s and a p p lies in n o v a tiv e so lu tio n s to problem s; d e sig n s n ew m eth od s w h ere e sta b lish e d m e th o d s and p ro ced u res are in ap p licab le or are u n a vailab le I N F O R M A T I O N M A N A G E M E N T - Id en tifies a n eed for and k n o w s w here or how to g ath er in form ation ; o r g a n iz e s an d m aintains in form ation or inform ation m a n a g e m e n t s y s te m s D E C I S I O N M A K I N G - M a k e s so u n d , w ell-in fo rm ed , and o b je c tiv e d ecisio n s; p e r c e iv e s the im p act and im p lic a tio n s o f d ecisio n s; co m m its to a ction , even in uncertain s itu a tio n s, to a c c o m p lish o rg an ization al goals; ca u ses ch an ge R E A S O N I N G - Id en tifies r u le s, p r in c ip le s, or relation sh ips that ex p la in facts, data, or other in fo rm a tio n ; a n a ly z e s in fo rm a tio n and m akes correct in fe r e n c es or draw s accurate c o n c lu s io n s P R O B L E M S O L V I N G - Id e n tifie s problem s; determ in es accu racy and relevan ce o f in form ation; u s e s so u n d ju d g m e n t to gen erate and evalu ate a ltern atives, and to m ake r e co m m en d a tio n s 11 M E N T A L V I S U A L I Z A T I O N - S e e s things in the m ind by m en tally organ izin g and p r o c e ssin g s y m b o ls , p ictu res, graphs, ob jects, or other inform ation (fo r exam p le, s e e s a b u ild in g from a b lu ep rin t, or s e e s the flo w o f w ork a ctiv ities from reading a w o r k p lan ) " L E A R N IN G - U s e s e ffic ie n t learn in g tech n iq u es to acquire and apply n e w k n o w le d g e and sk ills; u s e s tra in in g , feed b a ck , or other opportunities for self-lea rn in g and d e v e lo p m e n t M guven Thi H a D o n ỗ Final T hesis Rem ba 01 133 13 S E L F - E S T E E M - B e lie v e s in o w n self-w orth ; m ain tain s a p o s itiv e v ie w o f s e l f and d is p la y s a p r o fe s s io n a l im age 14 T E A M W O R K - E n cou rages and facilitates co o p eration , p n d e, trust, and group iden tity; fo ste r s c o m m itm e n t and team spirit; w orks w ith oth ers to a c h ie v e g o a ls I N T E G R I T Y /H O N E S T Y - C ontributes to m ain tain in g the integrity o f the o r g a n iza tio n ; d is p la y s highstandards o f eth ical d u ct and u n d erstands the im pact o f v io la tin g th e s e stan d ard s on an organ ization , se lf, and others; is trustw orthy S E L F - M A N A G E M E N T - S ets w e ll-d e fin e d and r e a listic p erson al g o a ls; d isp la y s a h ig h le v e l o f in itia tiv e , effort, and com m itm en t tow ards c o m p le tin g a ssig n m en ts in a tim e ly m anner; w o r k s w ith m inim al su p ervision ; is m otiv a ted to a ch iev e; dem onstrates r e sp o n sib le b e h a v io r I N T E R P E R S O N A L S K I L L S - S h o w s understanding, frien d lin ess, cou rtesy, tact, em p a th y , cern , and p o lite n e ss to others; d e v e lo p s and m aintains e ffe c tiv e re la tio n sh ip s w ith others; m a y in clu d e e ffe c tiv e ly d e a lin g w ith in d iv id u a ls w h o are d iffic u lt, h o s tile , or d istressed ; relates w e ll to p e o p le from varied background s and d ifferen t situ a tio n s; is s e n s itiv e to cultural d iv ersity , race, g en d er, d isa b ilitie s, and other in d iv id u a l d iffe r e n c e s 18 P L A N N IN G AND E V A L U A T IN G - O rgan izes w ork , sets priorities, and d e term in es reso u rce requirem ents; d eterm in es short- or lon g-term g o a ls and strategies to a c h ie v e them ; c o o r d in a te s w ith o th e r organ ization s or parts o f the organ ization to a c c o m p lish g oals; m on itors p r o g r e ss a n d evalu ates ou tco m es N guven T hi H a D ong Final Thesis R em ba 01 134 19 A T T E N T IO N TO D E T A IL - Is th orough w h en p erform in g w ork and c o n sc ie n tio u s ab out a tten d in g to d etail 20 F IN A N C IA L M ANAGEM ENT - Prepares, ju s tifie s , and/or ad m in isters the b u d get for program areas; p lan s, ad m in isters, and m on itors ex p en d itu res to en su re c o ste ffe c tiv e support o f program s and p o lic ie s; a ssesses fin an cial c o n d itio n o f an organization 21 M A N A G IN G HUM AN R E S O U R C E S - P lans, d istrib u tes, co o rd in a tes, and m on itors w ork a ssig n m e n ts o f others; evalu ates w o rk p erform an ce and p ro v id es feed b a ck to others o n th eir perform ance; ensu res that s ta ff are appropriately s e le c te d , u tilized , and d e v e lo p e d , and that th ey are treated in a fair an d eq u ita b le m anner 2 L E A D E R S H I P - In flu en ces, m o tiv a te s, and c h a lle n g e s others; adapts lead ersh ip sty le s to a variety o f situ a tio n s 23 T E A C H I N G O T H E R S - H elp s others learn through form al or inform al m ethods; id en tifies training n eed s; p ro v id es stru ctive feedback; c o a c h e s oth ers o n h o w to perform tasks; acts a s a m entor 24 C U S T O M E R S E R V IC E - W orks w ith c lien ts and cu sto m ers (that is , any in d ivid u als w h o u s e or r e c e iv e th e se r v ic e s or products that you r w o rk u nit p rod u ces, in clu d in g th e gen era l p u b lic, in d iv id u a ls w h o w ork in the a g e n c y , o th er a g e n c ie s , or organ ization s o u tsid e the G overn m en t) to a sse ss their n e e d s, p ro v id e in form ation or a ssista n c e, r e so lv e th eir p r o b le m s, o r sa tisfy their ex p ecta tio n s; k n o w s ab ou t a v a ila b le products and s e r v ic e s; is com m itted to p rovid in g quality products and se r v ic e s N g u y en Thi H a D o n g Final Thesis R em ba 01 135 225 O R G A N I Z A T I O N A L A W A R E N E S S - K n o w s the o r g a n iz a tio n ’s m is s io n and ffim ctio n s, an d h o w its s o c ia l, p o litic a l, and te c h n o lo g ic a l sy s te m s w o r k an d operates (e ffe c tiv e ly w ith in them ; th is in c lu d e s the program s, p o lic ie s , p ro ced u res, ru les, and ire g u la tio n s o f the o r g a n iza tio n :2 E X T E R N A L A W A R E N E S S - Id en tifies and understands e c o n o m ic , p o litic a l, and ; s o c ia l trend s that a ffe c t th e o r g a n iza tio n V I S I O N - U n d erstan d s w h ere the organ ization is h ea d ed and h o w to m ake a contrib u tion ; takes a lo n g -term v ie w and reco g n izes op p o rtu n ities to help the o rg a n iza tio n a c c o m p lish its o b je c tiv e s or m o v e tow ard th e v isio n 28 I N F L U E N C I N G /N E G O T I A T I N G - P ersu ad es oth ers to accep t r e co m m en d a tio n s, c o o p e r a te , or c h a n g e th eir b eh avior, w o r k s w ith o th ers tow ard s an agreem en t; n e g o tia te s to fin d m u tu a lly a c c ep ta b le so lu tio n s C O N F L I C T M A N A G E M E N T - M a n a g e s and r e so lv e s c o n flic ts , g r ie v a n c e s, c o n fro n ta tio n s, or d isa g re e m en ts in a c o n stru ctiv e m anner to m in im iz e n eg a tiv e p erson alT m p act S T R E S S T O L E R A N C E - D e a ls c a lm ly and e ffe c tiv e ly w ith h ig h str e ss situ ation s (fo r e x a m p le , tig h t d e a d lin e s, h o stile in d iv id u a ls, e m e r g e n c y s itu a tio n s, dan gerou s situ a tio n s) F L E X I B I L I T Y - Is o p e n to c h a n g e and n e w inform ation; adapts b e h a v io r or w o rk m eth o d s in r e s p o n s e to n e w in form ation , c h a n g in g c o n d itio n s, or u n e x p e c te d o b sta cles; e ffe c tiv e ly d e a ls w ith a m b ig u ity N g u v e n Thi H a Đ o n g Final T hesis R em ba 01 136 232 TECHNOLOGY A P P L IC A T IO N - U ses m a ch in e s, to o ls , or eq u ip m en t e e ffe c tiv e ly ; u se s c o m p u ters and com puter applications to a n a ly ze and com m u n icate i in fo rm a tio n in the appropriate format 3 T E C H N I C A L C O M P E T E N C E - U s e s k n o w le d g e that is acquired through form al tr a in in g or e x te n s iv e o n -th e-jo b exp erien ce to perform one's jo b ; w ork s w ith , u n d ersta n d s, and e v a lu a te s tech n ica l inform ation related to th e job ; a d v ise s others on te c h n ic a l is s u e s M E M O R Y - R e c a lls in form ation that has b een p resen ted p r e v io u sly P E R C E P T U A L S P E E D - Q u ick ly and accurately s e e s detail in w ord s, num bers, p ic tu r e s, and grap h s A G I L I T Y - B e n d s, str e tch es, tw ists, or reaches out w ith the b od y, arm s, or leg s S T A M I N A - E xerts o n e s e lf p h y sica lly o v e r lo n g period s o f tim e w ith ou t tiring ( w h ic h m ay in c lu d e p erfo rm in g rep etitive tasks su ch as data entry or c o d in g ) P H Y S I C A L S T R E N G T H - E xerts m axim um m u sc le force to lift, p u sh , pull, or carry ob jects; p erfo rm s m o d era tely laboring w ork E Y E - H A N D C O O R D I N A T I O N - A ccurately coord in ates o n e ’s e y e s w ith one's fin g e r s , w rists, or arm s to perform job -related tasks (fo r ex a m p le, to m o v e , carry, or m a n ip u la te o b je c ts ) 40 S P A T IA L O R IE N T A T IO N - K now s o n e ’s location in relation to th e e n v iro n m e n t; d e ter m in es w h e r e other objects are in relation to o n e ’s s e l f (fo r exam p le, w h e n u sin g a m a p ) N g u y e n Thi H a D o n g Final Thesis R em ba 01 137 4 V I S U A L I D E N T I F I C A T I O N - A c c u r a te ly id e n tifie s p e o p le , a n im a ls, or o b je cts be b a se d o n k n o w le d g e o f their ch aracteristics 4' P E R I P H E R A L V I S I O N - S e e s o b je cts or m o v e m e n t o f o b je c ts to o n e ’s sid e w h en th th e e y e s are fo c u s e d forw ard 4 D E P T H P E R C E P T I O N - A c c u r a tely ju d g e s w h ic h o f se v er a l o b je c ts is c lo se r or f; farther aw a y from the ob server, or th e d ista n c e b e tw e e n an o b je c t and th e ob server 44 V IS U A L COLOR D IS C R IM IN A T IO N - A c c u r a tely m a tc h e s or d etects d d iffe r e n c e s b e tw e e n c o lo r s, in c lu d in g sh a d e s o f c o lo r and b r ig h tn ess N g u y e n Thi H a D o n g Final T hesis R em b a 01 ... offices in the commercial group o f VNA These positions are just only for specializations o f the commercial group so for the position like the finance, administration, informatics o f the group. .. specification training At this moment, the technical group o f Vietnam Airlines has had job specification but other group o f the Vietnam Airlines has not yet the Director o f Vietnam Airline want ... for the commercial group as the first unit after that the job specification o f other groups will be in work and when it finishes, it is really the useful tool for managers in managing the employees