MANAGERIAL COMPETENCIES OF MIDDLE-LEVEL MANAGERS AT THE VIGLACERA CORPORATION _ A DISSERTATION Presented to the Faculty of the Graduate School Southern Luzon State University, Lucban, Quezon, Philippines in Collaboration with Thai Nguyen University, Socialist Republic of Vietnam _ In Partial Fulfillment of the Requirements for the Degree Doctor of Business Administration _ By TA PHUNG PHUC (LUCKYSTAR) December 2013 i APPROVAL SHEET The Dissertation of TA PHUNG PHUC entitled MANAGERIAL COMPETENCIES OF MIDDLE-LEVEL MANAGERS AT THE VIGLACERA CORPORATION Submitted in Partial Fulfilment of the Requirements for the Degree DOCTOR OF BUSINESS ADMINISTRATION A program jointly offered by Southern Luzon State University, Republic of the Philippines and Thai Nguyen University, Socialist Republic of Vietnam has been approved by Oral Examination Committee JOANNA PAULA A ELLAGA, DBA Expert EDWIN P BERNAL, DBA Expert NELLY I MENDOZA, DBA Expert ALICE T VALERIO, Ph D External Panel MILO O PLACINO, Ph.D Chairman Endorsed by: Recommended by: CECILIA N GASCON, Ph.D Adviser APOLONIA A ESPINOSA, Ph.D Dean Accepted in Partial Fulfilment of the Requirements for the Degree Doctor of Business Administration _ Date WALBERTO A MACARAAN, Ed.D Vice President for Academic Affairs ii CERTIFICATE OF ORIGINALITY The author hereby declares that this is his own research and all the information used is totally reliable This study provides information on the competencies of the workforce of the Viglacera Corporation especially on the level of middle management The author believes that the results of study will be very helpful in articulating the need for competency development of the company’s middle managers in order to sustain the quality of its services to customers More so, he considers the study useful to the Viglacera Board of Directors in its effort to continuously review its workforce and recommend strategies for more appropriate human resources development for the company Having that idea in mind, the author strongly believes that this research is the first of its kind in Vietnam and hope that SOEs will benefit from this study especially in providing competency standards for its workforce Again, the author commits that all findings and conclusions of this research are not copied from any other study and that results of this study have never been published in public media The Author iii ACKNOWLEDGMENT The author wishes to express his sincerest thanks to the Management and Board of the Thai Nguyen University (TNU) and the Southern Luzon State University (SLSU) who have organized an exchange program for students of both Also his sincerest thanks to all the lecturers and associates of SLSU and TNU, who were instrumental in his pursuit for an advanced degree in business administration Special thank is extended to Dr Cecilia N Gascon, his adviser, who despite of her very busy schedule had given him valuable support and guidance throughout this study Lastly, and most of all, he is grateful to the Board of Management of Viglacera Corporation for their encouragement and generous support during the conduct of the study which made possible the completion of this dissertation iv DEDICATION I dedicate my dissertation work to my family and many friends A special feeling of gratitude to my loving parents, Phan Ta and Hau Phung Thi whose words of encouragement and push for tenacity ring in my ears My sisters Ha Ta Phu, Hang Ta Thi have never left my side and are very special I also dedicate this dissertation to my many friends who have supported me throughout the process I will always appreciate all they have done, especially Ms Hai Yen for helping me conduct the survey, Yen Nguyen Huu for the many hours of proofreading, and Annie from TNU for helping me to meet the dissertation deadlines I dedicate this work and give special thanks to my significant half Van Do, my wonderful daughter Hanh Ta and my son Hoang Ta for being there for me throughout the entire doctorate program Three of you have been my best supporters v TABLE OF CONTENTS PAGE TITLE PAGE ……………………………………………………………… i APPROVAL SHEET ……………………………………………………… ii CERTIFICATE OF ORIGINALITY ……………………………………… iii ACKNOWLEDGEMENT ………………………………………………… iv DEDICATION ……………………………………………………………… v TABLE OF CONTENTS ………………………………………………… vi LIST OF TABLES ………………………………………………………… viii LIST OF FIGURES ……………………………………………………… x LIST OF APPENDICES ………………………………………………… xi LIST OF ACRONYMS …………………………………………………… xii ABSTRACT ………………………………………………………………… xiii CHAPTER I II III INTRODUCTION Introduction ………………………………………………… Statement of the Problem ………………………………… Objectives of the Study …………………………………… Significance of the Study ………………………………… Scope and Limitation of the Study ……………………… Definition of Terms ………………………………………… 10 REVIEW OF LITERATURE Review of Literature … …………………….…………… 12 Conceptual Framework of the Study …………………… 33 METHODOLOGY Locale of Study …………………………………………… 35 Research Design …………………………………………… 35 Respondents ……………………………………………… 36 Data Gathering Procedure …………………………… … 36 Analysis of Data ……………………… … …….…… 37 vi IV RESULTS AND DISCUSSIONS ………………………… V SUMMARY OF FINDINGS, CONCLUSION AND 38 RECOMMENDATION Summary of Findings ……………………………………… 67 Conclusions ………………………………………………… 68 Recommendations ………………………………………… 70 BIBLIOGRAPHY ………………………………………………………… 77 APPENDICES …………………………………………………………… 84 BIOGRAPHICAL SKETCH ……………………………………………… 117 vii LIST OF TABLES TABLE PAGE Likert’s 5-Point Scale ………………………………………… 37 Required Business Awareness Competency for MiddleLevel Managers ……………………………………………… 39 Required Leadership Competency for Middle-Level Managers ……………………………………………………… 40 Required Setting of Priorities Competency for Middle-Level Managers ……………………………………………………… 41 Required Team Management Competency for MiddleLevel Managers ……………………………………………… 42 Required Result Orientation Competency for Middle-Level Managers ……………………………………………………… 43 Required Change Orientation Competency for MiddleLevel Managers ………………………………………….…… 44 Required Team Work Competency for Middle-Level Managers ……………………………………………………… 45 Required Ability to Influence Competency for Middle-Level Managers ……………………………………………………… 46 Required Developing Others Competency for Middle-Level Managers ……………………………………………………… 47 Required Face to Face Communication Competency for Middle-Level Managers ……………………………………… 48 Required Interpersonal Skill Competency for Middle-Level Managers ……………………………………………………… 49 Required Motivation Skill Competency of Middle-Level Managers ……………………………………………………… 49 Current Business Awareness Competency of Middle-Level Managers ……………………………………………………… 50 Current Leadership Competency of Middle-Level Managers ……………………………………………………… 51 10 11 12 13 14 15 viii TABLE 16 17 18 19 20 21 22 23 24 25 26 PAGE Current Setting Priorities Competency of Middle-Level Managers ……………………………………………………… 52 Current Team Management Competency of Middle-Level Managers ……………………………………………………… 53 Current Result Orientation Competency of Middle-Level Managers ……………………………………………………… 54 Current Change Orientation Competency of Middle-Level Managers ……………………………………………………… 55 Current Team Work Competency of Middle-Level Managers ……………………………………………………… 56 Current Ability to Influence Competency of Middle-Level Managers ……………………………………………………… 57 Current Developing Others Competency of Middle-Level Managers ……………………………………………………… 58 Current Face to Face Communication Competency of Middle-Level Managers ……………………………………… 59 Current Interpersonal Skill Competency of Middle-Level Managers ……………………………………………………… 60 Current Motivation Skill Competency of Middle-Level Managers ……………………………………………………… 61 Proposed Training Courses for Middle-Level Managers … 70 ix LIST OF FIGURES FIGURE PAGE Organizational Structure of the Viglacera Corporation …… 2 Viglacera’s Multi-Sector Group of Companies ……………… 3 Viglacera’s Companies’ Capital Rates ……………………… 4 Viglacera’s Edifice and Its Marketing Performance ………… 5 Viglacera’s Competetive Advantages ………………………… 6 Strengths and Weaknesses in HRM of Viglacera …………… 7 Opportunities and Threats in HRM of Viglacera …………… Iceberg Model of Competency ………………………………… 14 Competency Analysis Model ………………………………… 21 10 Circle of Management ………………………………………… 22 11 Conceptual Framework on the Analysis of the Middle-Level Managers of Viglacera ………………………………………… 33 Required and Current Managerial Competencies of MiddleLevel Managers of Viglacera ………………………………… 63 13 Viglacera’s Competency Needs Analysis …………………… 65 14 Required Competencies for Middle Managers …………….… 67 15 Viglacera’s Business Development Strategy Until 2020 …… 68 16 Viglacera’s Corporate Core Values …………………………… 69 12 x 105 Law and Government — Knowledge of laws, legal codes, court procedures, precedents, government regulations, executive orders, agency rules, and the democratic political process Psychology — Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders Education and Training — Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects Mathematics — Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications Skills Active Listening — Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times Management of Personnel Resources — Motivating, developing, and directing people as they work, identifying the best people for the job Social Perceptiveness — Being aware of others' reactions and understanding why they react as they Speaking — Talking to others to convey information effectively Coordination — Adjusting actions in relation to others' actions Critical Thinking — Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems Reading Comprehension — Understanding written sentences and paragraphs in work related documents Judgment and Decision Making — Considering the relative costs and benefits of potential actions to choose the most appropriate one Negotiation — Bringing others together and trying to reconcile differences Complex Problem Solving — Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions Abilities Oral Comprehension — The ability to listen to and understand information and ideas presented through spoken words and sentences Written Comprehension — The ability to read and understand information and ideas presented in writing Oral Expression — The ability to communicate information and ideas in 106 speaking so others will understand Speech Recognition — The ability to identify and understand the speech of another person Written Expression — The ability to communicate information and ideas in writing so others will understand Deductive Reasoning — The ability to apply general rules to specific problems to produce answers that make sense Speech Clarity — The ability to speak clearly so others can understand you Inductive Reasoning — The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events) Problem Sensitivity — The ability to tell when something is wrong or is likely to go wrong It does not involve solving the problem, only recognizing there is a problem Fluency of Ideas — The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity) Work Activities Communicating with Supervisors, Peers, or Subordinates — Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person Resolving Conflicts and Negotiating with Others — Handling complaints, settling disputes, and resolving grievances and conflicts, or otherwise negotiating with others Establishing and Maintaining Interpersonal Relationships — Developing constructive and cooperative working relationships with others, and maintaining them over time Making Decisions and Solving Problems — Analyzing information and evaluating results to choose the best solution and solve problems Evaluating Information to Determine Compliance with Standards — Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards Judging the Qualities of Things, Services, or People — Assessing the value, importance, or quality of things or people Getting Information — Observing, receiving, and otherwise obtaining information from all relevant sources Developing and Building Teams — Encouraging and building mutual trust, respect, and cooperation among team members Updating and Using Relevant Knowledge — Keeping up-to-date technically and applying new knowledge to your job 107 Staffing Organizational Units — Recruiting, interviewing, selecting, hiring, and promoting employees in an organization Work Context Electronic Mail — How often you use electronic mail in this job? Telephone — How often you have telephone conversations in this job? Face-to-Face Discussions — How often you have to have face-to-face discussions with individuals or teams in this job? Duration of Typical Work Week — Number of hours typically worked in one week Freedom to Make Decisions — How much decision making freedom, without supervision, does the job offer? Indoors, Environmentally Controlled — How often does this job require working indoors in environmentally controlled conditions? Structured versus Unstructured Work — To what extent is this job structured for the worker, rather than allowing the worker to determine tasks, priorities, and goals? Contact With Others — How much does this job require the worker to be in contact with others (face-to-face, by telephone, or otherwise) in order to perform it? Letters and Memos — How often does the job require written letters and memos? Spend Time Sitting — How much does this job require sitting? Education Percentage of employees Education Level 68 Bachelor's degree 27 Master's degree Associate's degree Interests Interest code: ESC Enterprising — Enterprising occupations frequently involve starting up and carrying out projects These occupations can involve leading people and 108 making many decisions Sometimes they require risk taking and often deal with business Social — Social occupations frequently involve working with, communicating with, and teaching people These occupations often involve helping or providing service to others Conventional — Conventional occupations frequently involve following set procedures and routines These occupations can include working with data and details more than with ideas Usually there is a clear line of authority to follow Work Styles Integrity — Job requires being honest and ethical Stress Tolerance — Job requires accepting criticism and dealing calmly and effectively with high stress situations Leadership — Job requires a willingness to lead, take charge, and offer opinions and direction Dependability — Job requires being reliable, responsible, and dependable, and fulfilling obligations Initiative — Job requires a willingness to take on responsibilities and challenges Self Control — Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations Adaptability/Flexibility — Job requires being open to change (positive or negative) and to considerable variety in the workplace Concern for Others — Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job Cooperation — Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude Persistence — Job requires persistence in the face of obstacles Work Values Relationships — Occupations that satisfy this work value allow employees to provide service to others and work with co-workers in a friendly noncompetitive environment Corresponding needs are Co-workers, Moral Values and Social Service Recognition — Occupations that satisfy this work value offer advancement, potential for leadership, and are often considered prestigious Corresponding needs are Advancement, Authority, Recognition and Social Status Working Conditions — Occupations that satisfy this work value offer job 109 security and good working conditions Corresponding needs are Activity, Compensation, Independence, Security, Variety and Working Conditions 110 Appendix D t-Test Results In previous sections we have found the gaps between current and required managerial competencies As mentioned before we can not treat all the gaps equally and at the same time due to time and resource constraints, so we need to prioritize those gaps wisely In order to futher analyze which gap is more significant and needs to be addressed soon, which one is minor and can be addressed later, we use t-Test function for each of 12 core competencies and here are the results: BUSINESS AWARENESS GAPS Enter tails: Enter for a 1-tailed test Enter for a 2-tailed test Enter type: = paired test; = equal variances; = unequal variances Enter data in yellow area below Enter only numbers Values for time must be converted to either minutes or seconds Current Required 3.07 4.5 2.91 4.1 2.79 3.7 P= t= Degrees of Freedom = 0.004301163 4.807283822 4.000000 Mean (Group 1) = Std Deviation (Group 1) = 2.923333333 0.140475383 Mean Group 2) = Std Deviation (Group 2) = 4.1 0.4 111 LEADERSHIP GAPS Enter tails: Enter type: Enter for a 1-tailed test Enter for a 2-tailed test = paired test; = equal variances; = unequal variances Enter data in yellow area below Enter only numbers Values for time must be converted to either minutes or seconds Current 3.1 3.21 3.1 3.04 Required 4.1 3.7 4.3 P= t= Degrees of Freedom = 0.000207985 7.023127816 6.000000 Mean (Group 1) = Std Deviation (Group 1) = 3.1125 0.070887234 Mean Group 2) = Std Deviation (Group 2) = 4.025 0.25 112 SETTING PRIORITIES GAPS Enter tails: Enter type: Enter for a 1-tailed test Enter for a 2-tailed test = paired test; = equal variances; = unequal variances Enter data in yellow area below Enter only numbers Values for time must be converted to either minutes or seconds Current Required 2.93 3.8 2.98 4.2 3.05 2.99 P= t= Degrees of Freedom = 0.000010801 11.8724603 6.000000 Mean (Group 1) = Std Deviation (Group 1) = 2.9875 0.049244289 Mean Group 2) = Std Deviation (Group 2) = 0.163299316 TEAM MANAGEMENT GAPS Enter tails: Enter type: Enter for a 1-tailed test Enter for a 2-tailed test = paired test; = equal variances; = unequal variances Enter data in yellow area below Enter only numbers Values for time must be converted to either minutes or seconds Current Required 2.93 4.9 2.94 4.9 2.93 4.9 3.19 4.6 2.96 4.2 P= t= Degrees of Freedom = 0.000001339 11.65397536 8.000000 Mean (Group 1) = Std Deviation (Group 1) = 2.99 0.112472219 Mean Group 2) = Std Deviation (Group 2) = 4.7 0.3082207 RESULT ORIENTATION GAPS Enter tails: Enter type: Enter for a 1-tailed test Enter for a 2-tailed test = paired test; = equal variances; = unequal variances Enter data in yellow area below Enter only numbers Values for time must be converted to either minutes or seconds Current Required 2.92 4.3 2.94 3.9 2.88 4.1 3.05 4.3 2.99 4.1 3.01 4.2 P= t= Degrees of Freedom = 0.000000004 17.6813162 10.000000 Mean (Group 1) = Std Deviation (Group 1) = 2.965 0.062849025 Mean Group 2) = Std Deviation (Group 2) = 4.15 0.151657509 113 CHANGE ORIENTATION GAPS Enter tails: Enter for a 1-tailed test Enter for a 2-tailed test Enter type: = paired test; = equal variances; = unequal variances Enter data in yellow area below Enter only numbers Values for time must be converted to either minutes or seconds Current Required 3.12 4.5 3.22 3.9 2.91 3.8 2.99 3.6 Enter tails: Enter type: P= t= Degrees of Freedom = 0.002460057 4.331596927 6.000000 Mean (Group 1) = Std Deviation (Group 1) = 3.06 0.137355985 Mean Group 2) = Std Deviation (Group 2) = 3.95 0.387298335 TEAM WORK GAPS Enter for a 1-tailed test Enter for a 2-tailed test = paired test; = equal variances; = unequal variances Enter data in yellow area below Enter only numbers Values for time must be converted to either minutes or seconds Current Required 3.05 4.1 2.93 4.3 2.93 3.7 3.05 3.08 4.3 P= t= Degrees of Freedom = 0.000007599 9.245502779 8.000000 Mean (Group 1) = Std Deviation (Group 1) = 3.008 0.072249567 Mean Group 2) = Std Deviation (Group 2) = 4.08 0.248997992 ABILITY TO INFLUENCE GAPS Enter tails: Enter for a 1-tailed test Enter for a 2-tailed test Enter type: = paired test; = equal variances; = unequal variances Enter data in yellow area below Enter only numbers Values for time must be converted to either minutes or seconds Current Required 3.03 3.8 3.03 3.8 3.02 4.5 P= t= Degrees of Freedom = 0.006254000 4.313845548 4.000000 Mean (Group 1) = Std Deviation (Group 1) = 3.026666667 0.005773503 Mean Group 2) = Std Deviation (Group 2) = 4.033333333 0.404145188 114 DEVELOPING OTHERS GAPS Enter tails: Enter for a 1-tailed test Enter for a 2-tailed test Enter type: = paired test; = equal variances; = unequal variances Enter data in yellow area below Enter only numbers Values for time must be converted to either minutes or seconds Current Required 2.93 3.7 2.95 3.8 3.03 3.9 2.97 Enter tails: Enter type: P= t= Degrees of Freedom = 0.000006589 12.92813562 6.000000 Mean (Group 1) = Std Deviation (Group 1) = 2.97 0.043204938 Mean Group 2) = Std Deviation (Group 2) = 3.85 0.129099445 FACE TO FACE COMMUNICATION GAPS Enter for a 1-tailed test Enter for a 2-tailed test = paired test; = equal variances; = unequal variances Enter data in yellow area below Enter only numbers Values for time must be converted to either minutes or seconds Current Required 3.04 3.7 3.04 4.3 2.86 3.7 P= t= Degrees of Freedom = 0.000381165 6.273641256 6.000000 Mean (Group 1) = Std Deviation (Group 1) = 2.985 0.085440037 Mean Group 2) = Std Deviation (Group 2) = 3.925 0.287228132 INTERPERSONAL SKILL GAPS Enter tails: Enter for a 1-tailed test Enter for a 2-tailed test Enter type: = paired test; = equal variances; = unequal variances Enter data in yellow area below Enter only numbers Values for time must be converted to either minutes or seconds Current Required 3.01 3.8 3.19 3.9 3.2 2.92 3.8 P= t= Degrees of Freedom = 0.000039379 9.473913108 6.000000 Mean (Group 1) = Std Deviation (Group 1) = 3.08 0.137840488 Mean Group 2) = Std Deviation (Group 2) = 3.875 0.095742711 115 MOTIVATION SKILL GAPS Enter tails: Enter for a 1-tailed test Enter for a 2-tailed test Enter type: = paired test; = equal variances; = unequal variances Enter data in yellow area below Enter only numbers Values for time must be converted to either minutes or seconds Current Required 2.99 3.8 2.92 2.86 3.7 2.94 4.2 P= t= Degrees of Freedom = 0.000061926 8.74375077 6.000000 Mean (Group 1) = Std Deviation (Group 1) = 2.9275 0.053774219 Mean Group 2) = Std Deviation (Group 2) = 3.925 0.221735578 116 Appendix E The following checklist shows all the objectives of the study have been addressed and resolved throughout the study Objective Identifying required competency level for Methodology Results Interview & Chart 4.1 Questionnaires Conclusion / Recommendation Chapter 4.1 & Chapter middle managers Assessing current Interview & Competency level Questionnaire Chart 4.2 Chapter 4.2 & Chapter Of middle Managers Identifying the gaps Analyzing survey Between Required & Results Chart 4.2 Chapter 4.2 Chart 4.3 Chapter 4.2 Table 5-1 11 training Current competency Analyze the impact Study Of each competency performance To biz performance Appraisals Bridging the Identified Gaps Training courses & courses & other Supportive supportive activities activities Enhancing HR (Chapter 5) management system 117 BIOGRAPHICAL SKETCH The author is a native of Yen Phong, Bac Ninh, Vietnam He is happily married to Van Do Thi Hong with whom he is blessed with two (2) children namely, Hanh Ta Hong (daughter); Hoang Ta Phu (son) His parents are Phan Ta (father) and Hau Phung Thi (mother) He was born on July 11, 1970 He earned his Bachelor of Science degree in Information Technology at the Hanoi University of Technology in 1992 and in 1998 Bachelor of Arts in Banking and Finance at the Hanoi National Economics University; then his Master degree in Business Administration in 2007 at the same university He also earned a Diploma in Business English at the Hanoi University of Foreign Languages in 2001 and had received professional certificates in areas such as Australian Quality Training Framework (AQTF), CCNA, MS FrontPage, Project Management Using Balanced Score Card Technique, and MS Excel The author has a worthwhile and significant history of employment after his graduation from college up to the present, mainly working in areas of information and communication technology (ICT) and engage in developing and maintaining information systems and services In 1992 to 1997, he was employed as Pre-sales Engineer at the Viet Nam – Finland Forestry Sector Cooperation Program/MARD where he was assigned to provide customers database management solutions using Oracle applications like Oracle Designer, Oracle Finance, Oracle Office Automation 118 He also took part in computerization projects for Vietnam Ministry of Finance, Vietnam Airlines, and VietInComBank He transferred to Motorola Vietnam Telecommunications Company in 1997 and worked up to 2006 as an IT Support Manager where he administered SAP & Oracle applications, provided hardware & software procurement and IT helpdesk including data, voice, e-mail, Internet & Ecommercial support for Motorola users and conducted ERP end-user trainings He then moved to Regent Garment Factory in Nam Sach, Hai Duong, Vietnam and was hired as IT Manager directing IT support team of eight (8) persons for maintaining the factory’s IS systems integration and Network administration (LAN, WAN, VoIP, Video Conferencing, Wifi & WiMax, PABX) along with providing daily helpdesk support (software & hardware) to over 300 office personnel and ensuring compliance with corporate IT standards & vendor compliance (VC) for IS systems implementation He also was the chief editor of the Regent’s information portal He worked in the company from September, 2006 to March, 2008 Moreover, he had a short stint of only six (6) months within the year 2008 at the Levi Strauss Vietnam Co., Khanh Phu, Ninh Binh, Vietnam also as an IT Manager basically doing the same nature of work of supervising the effective management of IT infrastructure and manage business systems applications according to agreed cost and service levels From September, 2008 to November, 2012, the author served as Assistant Principal at the Viglacera Vocational College under Viglacera Corporation He was very much involved in the implementation of its IT 119 strategic development plan acting as Corporate Portals Administrator of viglacera.com.vn and viglacera-vc.edu.vn And the Viglacera Trading Company ( http://www.viglaceratrading.vn.) He also served Project Manager of its international training programs (IT, accounting, ESL, civil engineering) coordinating with partners from California Miramar University (CMU), Australian Trade Training College (ATTC), Guangxi Technical Institute-China, and the Foundation of Youth Development-Nigeria From September 2012 up to now, the author and his family have been migrating to USA; he is then working for the World Bank as a finance consultant managing some trust funds under Kyoto Protocol projects those are aimed for CO2 Emission Reduction and Environment Protection ... Current managerial competencies of middle managers Subordinates Middle managers Top managers Questionnaires 34 Statement of Research Hypotheses Despite the fact that middle- level managers at Viglacera. .. Objectives of the Study To identify managerial competencies of middle managers as required by the Viglacera top managers; To assess the current managerial competency level of the Viglacera middle- level. .. used to gather data for this study A structured interview schedule was formulated to obtain the necessary data on the managerial competencies of middle managers of the Viglacera Corporation There