Using Fuzzy Approach to Model Skill Shortage in Vietnam’s Labor Market in the Context of Industry 4.0

Human resources development is one of the main issues in the socio-economic development strategy and the transform of any region in the context of Industry 4.0. However, Vietnamese human resources have been poorly evaluated in the areas of quality, lack of dynamism, and creativity. Therefore, this paper presents a fuzzy logic approach to ranking seven skills shortage in Vietnam’s Labor Market, namely lifelong learning, adaptive capacity, information technology capacity, creativity and innovation capacity, problem-solving capacity, foreign language competency, and organizing and managing competency. The results showed that the problem-solving skill has the largest gap between an enterprise’s requirements and the actual response of employees. Keywords-fuzzy logic; industry 4.0; human resources; skill shortage; Vietnam

INTRODUCTION
Theories of economic growth, especially the endogenous growth model, have recognized the role of human factors in economic growth. Author in [1] has shown with empirical evidence that human resources are a key factor in determining economic growth and reducing poverty. Thus, human resource development is one of the core issues in the socio-economic development strategy and the transformation of growth models of countries or regions, especially in the context of the Industry 4.0 [2][3][4][5][6]. Many studies have emphasized that higher education decides the quality of a country's human resources [7][8][9][10][11][12]. In Vietnam, the 11 th Central Committee's Meeting, 8 th Session issued a resolution for fundamental innovation in comprehensive education and training, aiming to this goal. Authors in [13] suggested that a high level of education leads to high labor productivity and the higher the total education level of a country, the faster its economy will develop. However, globalization and technological progress have led to structural changes in the organization of businesses and the manner of work and, at the same time, changes in the demand for qualified employees and the professional profile of candidates [14,15]. Cedefop in [16] confirmed the difficulty encountered by the employers in finding the candidates with the right skills when recruiting. The labor market in Vietnam is no exception. The World Economic Forum's 2017 [17] global human resource assessment showed that Vietnam's overall human resource index ranked only 64/130. In particular, the "competencies", "development", and "creativity" components in the rankings were 85/130, 67/130, and 120/130, respectively. Similarly, the assessment of the World Economic Forum's readiness to participate in the 4.0 revolution shows that the ranking of highly skilled human resources and labor in Vietnam was quite low, 70/100 and 81/100 [18]. This was also the reason for overall low labor productivity.
In three decades (1991-2022), Vietnam's labor productivity increased, but not significantly [19]. Vietnam's labor productivity is only higher than the ones of the group of lowincome countries and is at the threshold of 50% of the lowmiddle income countries. From 2017 to 2022, Vietnam's labor productivity is double the average labor productivity of lowincome countries, equal to more than 50% of low-income countries and 18.3% of middle-countries. In general, Vietnamese human resources have been poorly evaluated in the areas of quality, lack of dynamism, and creativity. The World Bank Report on the labor force in Vietnam also pointed the weakness of the Vietnamese workforce that lacks the necessary skills [20]. The survey results of the report show that 40% of skilled workers lacked the necessary skills. For technicians, this number was up to 80%. Skill shortages were also drivers of increased training expenditures and average labor costs [21]. Skills can be approached as a multi-dimensional concept, comprised of the quality of education, major areas of study, and previous working experience, otherwise serious bias in human capital evaluation may arise [22]. Besides, various types of skills can be noted, such as technical skills, cognitive skills, soft skills, etc. Also, the required labor market skills have dynamically changed to adapt to the technological innovations of Industry 4.0 [23][24][25][26]. For institutions of higher education, the optimal training for the labor market is strategically prioritized [27]. Therefore, it is essential that skill shortage criteria should be identified and ranked for efficient and effective remedy measures and Vietnamese higher education is not an exception. In recent years, the application of artificial intelligence in understanding the human thought process and its application in real environment has become a prominent theme. Fuzzy logic has paved the way for modeling human behavior and mathematically obscure concepts. This is the method preferred by researchers to solve evaluation issues and decision making, given its two advantages: i) objectiveness and ii) fuzzy evaluation for dynamic reflection of the research's object. Therefore, this paper is applying a fuzzy approach to the model skills shortage in Vietnam's labor market.
II. RESEARCH BACKGROUND Skill shortages occur when employers fail to find candidates with the right skills [28][29][30][31][32]. In designing a new training program or redesigning an existing training program, determining the capabilities and competencies that university graduates must acquire during the educational process is one of the most important aspects of the process. Authors in [14] suggested that having a clear career orientation is expected to create educational needs at universities that integrate common core competencies so students can ensure full participation in the labor market upon graduation. To achieve this goal, universities need to know what business requires from university graduates, including their level of preparation, and what business believe that can be improved. However, answering the question of what is required for business is not simple. OECD conducted a Survey of Adult Skills (PIAAC) [33] which included questions about skills and designed an assessment exercise. The skill measure was derived from a combination of self-reported information and skill proficiency. Authors in [34] explored the PIAAC data and proposed a new measure of skill mismatching, categorizing laborers into three groups: matched, under-skilled and over-skilled. However, the PIAAC only included information on literacy and numeracy skills, which does cover very well the competencies required by the labor market. Previous studies have also focused on evaluating the capacity of the undergraduate laborers. Authors in [14] surveyed 872 enterprises in Spain and performed indepth interviews with 40 business directors or individuals in charge of personnel. They pointed out that students needed to improve their interpersonal skills, teamwork, attitude and motivation toward work, lifelong learning, computer skills, and time management skills. Research showed that differences between the expectations of enterprises and the practical capacity of newly graduated university employees were substantial. New employees often needed up to a year to undertake the assigned jobs. Authors in [35] interviewed enterprises in New Zealand to discover whether a gap between the expectations of businesses and the proficiency of new accountants existed. The findings showed that employers appreciated some of the characteristics of newly graduated accountants, such as basic knowledge about the field of work, communication ability, teamwork skills, and lifelong learning capacity. However, they lacked other important competencies such as skills to apply knowledge in practice and the ability to grasp and handle jobs [36,37]. Authors in [38] further clarified that employers required graduates to have qualifications such as research skills, teamwork, communication skills, flexibility, and time management skills. Nevertheless, there were still differences between employers' expectations and the selfevaluated ability of students. Moreover, the perception of such differences also varied. For instance, many new graduates were satisfied with their time management, while employers were dissatisfied with this aspect of the work of the new employees.
In the 21 st century, employees have had to meet new challenges in the skill requirements. Authors in [39] insisted that nowadays businesses required workers to be able to work effectively in a volatile economy. They also suggested that the characteristics of a new graduate were more important than the subjects they studied. Therefore, workers to work on soft skills such as their learning ability, adaptability, communication skills, problem-solving and decision-making, teamwork, and creative capacity. Furthermore, 309,000 vacancies in 169 professions of various professional levels in the United Kingdom (UK) was analyzed [40]. The research indicated that employers found it difficult to recruit suitable workers in 106,000 of these positions. The industries that encountered the labor shortages included nursing, computer programming, and human resources. The survey also found that the labor supply shortage at small-and medium-sized businesses was much more serious than at the larger ones. One of the main reasons for this deficiency was the "low number of applicants with the required skills". Future employment trends in [16] implied that current job supply was structured around the records or functions that, in addition to the scientific and technical knowledge provided by the university, required the development of a wide range of skill demands such as customer interaction, product innovation, planning/organization, learning to learn, problem-solving, customer service, team working, communication, technical or job-specific, advanced ICT, foreign languages, and advanced literacy.
In general, most workforce studies have agreed that the practical capacity of the laborers has not met the requirements of the enterprises. Therefore, many businesses believe that university graduates need to improve their skills in the areas of creativity, problem-solving, foreign-language competence and information technology. Authors in [41] used a fuzzy analytic hierarchy process to rank the applicants' profiles to determine the fittest applicant. This approach has proven to be helpful in complicated contexts in a fast-changing world. A similar approach was used in [42] in developing a competency model of undergraduate employees in the Vietnamese labor market. The findings confirmed the importance of the priority of critical thinking and problem solving, followed by organizing and managing ability, lifelong learning, adaptability, creativity and innovation, expertise and digitalization, and foreign language knowledge. Further exploration of the gaps between the actual and expected skills was made in the paper to guide educators as well as individuals in meeting the labor market demand III. RESEARCH METHODOLOGY A two-part questionnaire was prepared to collect data: Part 1 consisted of information of the people and enterprises that participated in the survey. These included: (i) personal information (gender, title, year of birth) and (ii) information about the enterprises (headquarters, field of activity). Part 2 consisted of the evaluation criteria of enterprises on the ability to meet the job requirements of university-trained labor. Until recently in Vietnam, no unified set of criteria existed for assessing the quality of such labor. The criteria used to determine labor capacity in Vietnam were drawn from [42] and were used to create the enterprises' survey questionnaire on the ability to meet job requirements of university graduates. These criteria include: (i) lifelong learning, (ii) creativity and innovation, (iii) IT, (iv) adaptability, (v) critical thinking and problem-solving, (vi) foreign languages, and (vii) organizing and managing ability. These criteria were assessed on an 11level scale (level 0 corresponding to completely disagree and level 10 to completely agree). In the questionnaire our commitment to use the information only for research purposes was expressed, along with the commitment to keep the information confidential to respondents. The questionnaire was sent to enterprises to determine their assessment on the actual capacity of workers. The research team used the following three criteria to select businesses: (i) development orientation of Ho Chi Minh City (HCMC), Vietnam, (ii) the importance of industry groups in socio-economic fields, and (iii) the location of the enterprises in Ho Chi Minh City. Based on these criteria, the study focused on businesses in the fields of IT, economics or commerce, transportation, finance or banking and insurance, health services, and tourism (see Table I). There were 60 survey questionnaire responses from businesses. Table I provides the information of the enterprises in the sample. Specifically, most of these enterprises were located in District 1 (30%). District 1 is considered the economic hub of HCMC with the highest number of domestic and foreign enterprise offices. This is also the district with the largest shopping centers in HCMC. These enterprises mainly operate in the field of commerce and services, such as IT, transportation. finance, banking, insurance, and tourism (accounting for 15% for each sector). This is also a still developing area, and it made the biggest contribution to the economic growth of the city in 2019. Specifically, the three service sectors with the higher proportion of growth than the average included: wholesale and retail, transportation and warehousing, and finance and banking. Meanwhile, the IT sector contributed 4.44% to the city's domestic products in 2019, and Ho Chi Minh City wants to have at least 1,000 more businesses in this field in the future. Notably, the percentage of females was slightly higher than that of males. Also, the respondents were mainly heads or deputy heads of departments of human resources and administration. Finally, to calculate the weights of critical skills shortage in Vietnam's labor market, the fuzzy set theory based on analytic hierarchy process was adopted due to its advantage to deal with uncertainty, inaccuracy, and ambiguity of data input by experts [43][44][45][46][47]. For defuzzified the fuzzy weights, in this research, we applied the following CoA method [48]: where i w BNP is the Best Nonfuzzy Performance (BNP) value of the fuzzy weights of the i th criterion [49].
IV. RESULTS AND DISCUSSION The research results are presented in Table II. Seven main criteria composed the hierarchical model. Among these skills, the ability to analyze, detect, and solve problems created the largest gap between an enterprise's requirements and the actual response of employees. This reflects the common trend of industry 4.0 in the skills demand of labor forces [50]. Overall, enterprises required workers to meet at 8.1 points on average on the scale of labor capacity. However, enterprises assessed that the actual capacity of employees was only 6.0 points. Ranked second on the difference between the requirements of businesses and the employees' ability in practice was the organizing and managing capacity. Specifically, enterprises sought, on average, for university graduates to reach 7.7 points, employees achieved only an average of 5.9 points. Therefore, the gap between the requirements of enterprises and the practical capacity of workers was about 1.8 points. In addition, the panel discussion also confirmed the higher decentralisation in managing capacity. This complies with higher process integration and cross-functional perspectives. Other indicators that also showed that the practical capacities of labor had not kept up with the requirements of businesses were adaptive capacity and creativity and innovation capacity. requirement level of enterprises for these two indicators were 8.1 and 8.0 points respectively. However, businesses reported that employees only had 6.5 points for adaptive capacity and 6.6 points for creative capacity. The differences between the requirements of enterprises and the practical capacity of workers for foreign language and lifelong learning were quite small. On average, enterprises required employees to achieve 7.8 points for their ability to use foreign languages, and the actual capacity of workers was 6.6 points. Similarly, the indicators for lifelong learning ability were 7.4 points and 6.3 points respectively. The capacity with the smallest gap was the IT ability. This finding implies that the importance of continuous learning has been projected by higher education institutions in Vietnam to adapt to future qualification requirements derived from Industry 4.0 [51,52]. According to the assessment of enterprises, employees were well equipped for this skill (reaching 7.2 points). Therefore, although the requirement for this indicator was quite high (8.2 points), the difference between the requirements of enterprises and the practical capacity of employees was only about 1 point.
V. CONCLUSION This paper explored enterprise assessment of university graduates in Ho Chi Minh City to meet the job requirements. The results showed that some industries have surplus labor, some lack labor, while others have too many managers and not enough people to do the work. Furthermore, the quality of trained workers has not yet satisfied the requirements of employers. Specifically, the authors surveyed seven indicators, namely lifelong learning, adaptive capacity, information technology capacity, creativity and innovation capacity, problem-solving capacity, foreign language competency, and organizing and managing competency. It was shown that the practical capacity of employees is much lower than the requirements of enterprises. The difference was statistically significant. A skill shortage creates unemployment and productivity loss, which in turn impedes industry growth [53,54]. The findings identified key areas of education and training needed to bridge the skill gap. Individuals also can strategize how to best invest in adult training to satisfy employers' expectation, shield themselves against career interruptions and the changing skill needs due to rapid digitalization. This can benefit economies and firms as well as the unemployed and the under-qualified employed. Thus, to improve the ability of labor to meet the practical work requirements, coordination between the three major involved parties, i.e. authorities, training institutions, and businesses needs to be the focus of future investments.


extfieldsofstudy: Physics Business

text:
Green Innovative Product and Its Effects on Environmental

The presence of green innovative product (GIP) is observed to influence consumers’ purchasing decisions as they become more ecologically aware of the effects caused by conventional products’ consumption to the environment. This article reviews the concept behind GIP and its effect on consumer’s behavior. The article focuses on the meaning and classification of GIP and on how it affects consumer’s behavior in terms of their satisfaction, environmental attitude and also purchase. Several issues that arise for customer when they consume GIP will be raised. The article will also address why the industry such as oil and gas needs to cater to the need for GIP and provide basic guidelines on how this is achieved without too much difficulty. The insights are expected to help build our understanding on the importance of GIP to be researched and on the potential of its commercial value that encourages consumers to repeat purchase after consuming it. In addition, the insights may give an idea for government and the industry in forming and formulating appropriate policies as well as increasing public’s environmental sensitivity. The article implies the important connection between GIP and individual’s identity as well as their ecological beliefs.

Introduction
This article discusses the concept of green innovative product (GIP) and of its effect on consumer's satisfaction, environmental attitude and purchase behavior. The article starts with a brief introduction on GIP, followed by literature review linking the concept of GIP to consumer's environmental attitude, satisfaction, and behavior and ends with a conclusion of the discussion.
Green consumption is usually related to environmentally responsible consumption where consumers consider the environmental impact of purchasing, using, and disposing of various products, or using various green services (Follows & Jobber, 2000). Today, many industries have reorient their operations to meet their businesses and stakeholders' demand for green product consumption. The demands have led corporate decision makers facing increasing public sensitivity, stricter regulations, and growing stakeholder pressure that are all focused on preserving the natural environment (Chang, 2011). Mainly, encouragement for consumers to consume environmentally friendly (or green)  2 products is attributed to the world's attention to existing global environmental problems (Choi & Fielding, 2013). More customers have shifted their preferences towards choosing products and services that are more environmentally friendly (Leonidou, Katsikeas, & Morgan, 2013); and more decisions are made due to the benefits and uses offered by the green products (Cherian & Jacob, 2012).
While the consumer's shift towards green product purchase and consumption meant that a segment of green consumers is found, many companies find it difficult to turn this newfound segment opportunity to their advantage; particularly because they struggle to make green products available, to ensure sales locations accessible and to offer affordable price of the green products as per demanded by the green consumer segment. These limitations cause consumers to feel that they are not given maximum opportunity to consume green products (Hur, Woo, & Kim, 2015). As companies continue their effort to increase consumer awareness on sustainable, environmentally friendly products and services, they believe that offering consumers with green innovative product (GIP) is how they can meet up with current consumer desires (Wong & Wong, 2014). It is important to note the difference between green product and GIP. In brief, green product refers to a product designed with reduction usage ability of natural resources and that it can be recycled (Ariffin et al., 2016). On the other hand, green innovative product (GIP) is the end result marketers get when they focus on combining environmental conservation practices at every stage of their creation of goods and services (Dagher & Itani, 2012). Thus, we can briefly conclude that GIP is an upper or specific version of green product as the GIP stresses on finding the innovation that can be applied on the whole process of producing the green product. This is why the product is now known not as the green product but green innovative product. Green consumption, green product and GIP are very much encouraged to ensure sustainable development is achieved globally. for example refers to a product that is designed to reduce usage of natural resources; and which can be recycled (Ariffin et al., 2016). Another definition found refers to it as a product related to decisions and actions with aim to protect or benefit the natural environment by saving energy and/or resources and reducing pollution and waste (Danjelico and Pujari 2010). As can be seen, the two definitions are quite similar since protection of the environment is considered the key function of green products. Some examples of green products on the market are household items produced with post-consumer plastic or paper, recyclable or reusable packaging, energy-saving light bulbs and detergents containing materials that can be biodegradable, not polluting and free of synthetic dyes or perfumes (Tan, 2011), including fuel-efficient vehicles, organic food, health products (Rungie, Uncles, & Laurent, 2013;Hur, Woo & Kim, 2015). According to Hur, Woo & Kim (2015), marketing of green products requires strategic (e.g. contribute to the development of effective promotional strategies of environmentally considered products, specifically hybrid cars) and tactical (e.g. packaging, labelling) approaches. For instance, strategically, companies can choose to use green product design techniques (Baumann et al. 2002) while tactically, companies can decide on how they should package and label the products in ways that are more environmentally friendly (Hur, Woo & Kim, 2015). Importantly, a product can be green as long as it is focused on being environmentally friendly, either in piecemeal or wholesome package. The tendency to minimize impact on the environment has resulted in the evolution of green innovation studies.
There are two types of green innovation research. The first type defines green innovation as the company's ability to evaluate green commitments such as saving the environment from pollution, saving energy, and recycling useless materials (Chen, 2008), while the latter treats green innovation as a corporate environmental process through energy savings, pollution prevention, waste recycling, green product design, and environmental management (Chang, 2011). Furthermore, green innovation consists of new or modified processes, practices, systems and products that benefit the environment  (Oltra, 2009). The current study defines green innovation as a new or modified product and process, including technological, managerial, and organizational innovation, which helps maintain the surrounding environment. In addition, due to increasing customer concerns about environmental protection, environmental management has become an important part of strategic planning in many organizations (Choi & Fielding, 2013). Environmental regulations can lead to situations that can provide ease and firmness regarding the environment where it can reduce pollution and show that green innovation must be treated differently from other innovative tactics because it not only produces spillover effects for research and development efforts but also external effects positive, that is improvement in the environment (Pa, 2017).

The output of green innovation is green innovative product (GIP).
As earlier described, green innovative product (GIP) is the product that resulted from the efforts of combining environmental conservation practices at each and every step of producing goods and services (Dagher & Itani, 2012). Chang (2011) explains how environmental factors (e.g. material use, energy consumption, environmental impact) are considered by marketers in the green innovation process as products are modified and created with certain quality so that the GIP can reduce negative environmental impacts during the product's life cycle. Green innovation is critical to production of GIP. Guoyou et al. (2013) consider green innovation as an instrument for improving company's environmental management process, and is very much related to the changes (technologically, organizationally, socially, or institutionally) to be made in order to reduce environmental burden (e.g. pollution). Green innovation shows a hierarchical structure in the industry where the results show that product innovation and processes are important and interesting phenomena and enable companies to better anticipate changes in consumer preferences and harmonize green product innovation initiatives with consumer values, thus enabling industries with quickly innovate based on market demand to gain a competitive advantage (Lin, Chen, & Huang, 2014). Through GIP then, company would achieve competitive advantage and build respectful company's image (Wong, 2012). Companies can offer and communicate GIP's environmental related customers' preferences and perceived product values to differentiate GIP from conventional products. As Chan et al. (2015) explain, consumers must be made aware that consuming GIP has an advantage over conventional product; traditionally, evaluation applied on product efficiency and impact on the environment do not consider the output produced by the consumption that consequently worsen environmental performance but with the consumption of GIP, environmental performance will be improved as well as reduce costs (Chan et al., 2015). Lin et al.'s (2013) empirical study of the automotive industry in Vietnam for example showed positive effect of green innovative product (GIP) on company's performance. The same study also reported of GIP's important role in influencing consumer behavior (i.e. perception consumer, satisfaction, willing to pay) and hence company's performance (Lin et al., 2013). Chen and Burns (2006) state that solutions cannot be achieved without action and support from government, industry and consumers. Green Innovative product (GIP) must be directly related to environmental regulations or policies, so that green innovation product (GIP) can lead to good environmental performance and are the right media to change and improve environmental performance (Chang, 2011).

Consumer's value, environmental attitude, satisfaction and purchase
Consumer value is defined as an interactive relativistic preference experience. where experience is service quality and tangible benefits as a means of adding differential value to product or service offerings (Peattie & Charter, 2003). Regarding market demand, behavior and awareness in industries that implement green innovation practices or invest in environmental management prevent higher air pollution, use of chemicals and actions that can damage the environment. Meanwhile, Hur, Woo & Kim, (2015) explained that consumer value has an influence on environmental motivation by evaluating products and product choices in buying hybrid cars in America. Furthermore Paul & Rana, (2012) states that motivation is based on understanding environmental awareness which is described in five dimensions; environmental knowledge, environmental values, environmental attitudes, desire to act and concrete actions. On the one hand, pro-environment motivation shows how consumers make green purchases, such as green food consumption among Muslim consumers and non-Muslim consumers in Malaysia by following a strict diet that complies with religious dietary laws. Meanwhile ecological awareness factors and preferences affect consumers to buy green products. So that it becomes easy for ecologically conscious consumers to include green products in routine purchases and feel satisfied with the green product. Even consumers buy a green product if the overall satisfaction of the green product is more than non-green products but their satisfaction levels vary for different attributes. Furthermore, the concept of customer satisfaction itself, seeking an understanding of the motivation to buy "green products". Based on the influence of demographic factors, it further explores buyer socio-demographic moderation on the relationship between value and customer satisfaction (Hur, Woo, & Kim, 2015). Given the limited influence of customer satisfaction in purchasing green innovative product (GIP), where satisfaction is an important dimension for buyers. How should consumers consume green innovative product (GIP) be accompanied by environmental attitude as a manifestation of repeat buying behavior. That is, giving the expected value to buyers increases their satisfaction and thus the possibility of repeat purchases (Mittal & Kamakura, 2001).
Consumer satisfaction in consuming environmentally friendly products expresses social responsibility through the willingness to buy green products. More specifically, about consumers' willingness to make repeat purchases, as well as environmentalists or often called environmental attitudes. "Prosocial" and socially conscious consumer behavior, is responsible for environmental protection (Wells, Ponting, & Peattie, 2011). From a social marketing perspective, green consumption reflects the motivational tendency of individual consumers (Lee, 2009) and underlines social dilemmas, where individuals, communities, and environmental interests have different opinions and arguments (Schuitema & de Groot, 2015). This article focuses on identifying which value dimensions are significantly related to repeat buyer satisfaction on innovative green products. By focusing on the values underlying the assessment of satisfaction, environmental attitude, this research is intended to provide a better understanding of repeat buyers of green innovative product (GIP) and attitudes of environmentally conscious consumers. For example, a consumer may be more influenced by utility features (for example, product, price, promotion, place), or social tendencies (for example, socially desirable consumption), depending on their level of importance. Therefore, customer value is considered as "the difference between the total benefits and the total sacrifice consumers feel when buying a product or service." The total benefits of ts are a combination of product attributes and are the result of consumers using products (Monroe, 1990). Meanwhile, total sacrifice is what consumers must let go of to get the product purchased. By identifying the benefits and costs of products, consumers not only consider performance or functional aspects but also social and emotional factors as well (Sheth, Mittal, & Newman, 1999;Sweeney & Soutar, 2001). Emotions are translated as customer satisfaction where overall customer evaluation of performance and supply (Fallis, 2013). Then according to According to Chang et al. (2016), satisfaction is the evaluation of consumption experiences which refers to a series of affective (emotional) responses that arise specifically during a consumption experience (eg happiness, pleasure, peace, joy, and enthusiasm). This overall satisfaction has a strong positive influence on customer loyalty intentions in various product and service categories (Chen & Chang, 2013). Because overall evaluations are built over time, satisfaction usually mediates the effect of product quality, service quality, and price or equality of payments for loyalty (Chang et al., 2016). It also contains a significant affective component, created through the use of repeated products or services (Gallarza, et al., (2016).

Customer Value Satisfaction
In the context of services, overall satisfaction is similar to evaluating overall service quality. Seyed Shahin Sharifi (2014) considers satisfaction to be an affective response, centered on comparing product results with several standards set before buying, and measured during or after consumption.   (Barlow & Maul, 2000). Positive experience through consumption of products can affect customer satisfaction. Historically, satisfaction has been used to explain loyalty as a behavior (for example, the possibility of repurchasing and recommending). However, Verhoef (Ladhari, Souiden & Dufour, 2017) argues that longitudinal data that combines surveys with subsequent behavior should be used to establish a causal relationship between perception and behavior. For example, López & Sánchez, (2014).) Discover the positive effects of overall customer satisfaction on the duration of relationships for customers and Moriuchi & Takahashi, (2016). shows positive overall satisfaction with the use of customer service. In the study of large-scale hybrid customers, Ozaki and Sevastyanova, (2011), showed a strong non-linear approach, the effect of customer satisfaction on the basis of behavior, such as that the functional form of satisfaction with repurchasing increased marginally. They also found a retention-satisfaction relationship in all customer characteristics. On the basis of this research, we expect customer satisfaction to have a significant influence on customer retention that varies across customers.

Envieromental Atitude
Environmental attitudes can be defined as an assessment of the value of individual environmental protection (Eze and Ndubisi, 2013). In consumer attitudes show that most individuals act according to attitude. Pa, (2017) states that concern for the environment is a strong attitude towards environmental preservation. Attitudes are defined as lasting positive or negative feelings about a person, object, or problem. Actually, this refers to information that someone has about individuals, objects, or problems (Dagher & Itani, 2012).
The social psychology literature on behavioral research has shaped attitudes as important predictors of behavior, behavioral intentions, and explanatory factors of variance in individual behavior (Barbarossa & Pastore, 2015). In many studies both of these factors have been found to be important / significant predictors from consumer pro-environment behavior, for example, the level of individual concern for environmental problems has proven to be a useful predictor of environmentally conscious behavior, namely recycling behavior (Tsai et  Purchasing activities on green products provide learning about a caring behavior in the environment. Where this strengthens green identity through healthy lifestyles and environmental protection (Goh et al. (2016). Furthermore, consumer behavior in green products must focus on environmentally friendly attributes and health benefits. Environmental protection can be emphasized in repurchase behavior (Beasley, Shank & Shank, 2017) The information and consumer experience of a product influences the level of purchase. With information and consumer experience, we can identify the extent to which consumers can ensure the privileges of products they do not use (Li et al., 2017), allowing consumers to do or consume products based on uses and benefits. In this study, environmentally conscious consumers can be defined as consumers who are the environment of their personal consumption or who try to use their power to make environmental changes as evidenced by buying behavior (Sloan and Bodey, 2015) Interrupted in that, the increasing amount of information available about a product or service can increase the willingness to make a purchase so that it has an impact on good service (Li et al., 2017).

Purchase
According to Agyeman, (2014), green purchasing behavior refers to the consumption of products that are good or beneficial to the environment, can be recycled or can be maintained and are sensitive or responsive to ecological problems. Choi & Fielding, (2013) reveals that to behave environmentally friendly reflects social awareness around saving and advancing Earth's natural resources, preserving and protecting for the sake of civilization. Consumers are becoming increasingly aware of environmental problems and this has increased the demand for ecological products. If consumers have a good attitude towards the environment, consumers are more likely to buy environmentally friendly products. Continuous awareness of environmental problems in turn can change consumer attitudes and intentions to buy hijab products. The behavior of consumers buying green products has become an important concept in the marketing literature. Previous research has revealed that consumers with buying behavior in green products show a higher level of actual purchases than consumers who indicate that they have no intention to buy (Goh et al,. 2016). (Baidya & Ghosh, 2014) also supports this by showing that buying behavior represents what consumers think will be consumed. Furthermore, the behavior of certain objects is estimated by purchasing to do environmental attitude thus, purchasing positively influences the probability of consumers' decisions and skip the environment in buying green products.

Repeat Purchase
Instrumental learning theory can be applied to develop strong relationships with independent and environmentally friendly products. Repeated purchases can be linked to green innovative products through satisfaction, as well as environmental attitudes. Consumers often buy environmentally friendly products must be valued through programs that recognize "green consumers". Green consumers must be approached by companies to share their product experiences with other consumers. This will generate awareness about green products. Incentives in the form of services on innovative green products can be provided through customer satisfaction to encourage consumers through environmentally friendly attitudes and this will also encourage consumers to make repeat purchases on innovative green products.
Researchers argue that the effects of repeat purchases may depend on the habit of consuming or buying green products (Baidya & Ghosh, 2014). Many studies have empirically examined the relationship between environmental attitudes and repeat purchases (Chiu, Hsu, Lai, & Chang, 2012; Li et al., 2017). and the relationship between satisfaction and repeat purchase (for example, Chen, Liang, & Xie, 2016). Overall, the purpose of this study was to examine affective antecedents (satisfaction), environmental attitudes to repurchase.

Consumer Area in Making repeat Purchase
In relation to developing learning instruments to develop strong relationships with green innovative products on satisfaction, as well as environmental attitudes and making repeat purchase decisions. Where, repeat purchases can be positioned using 4Ps by linking to innovative green products. Consumers often buy and make repeated purchases of environmentally friendly products in this case green innovative product (GIP), must be appreciated through programs and campaigns to recognize what is meant by "green consumers". "Green consumers" must be approached by companies to share product experiences with other consumers. This will generate awareness and environmental attitudes about innovative green products. The incentive in encouraging consumers to consume green innovative product (GIP) is done by introducing green innovative product (GIP) through 4Ps so that consumers can feel satisfaction/dissatisfied with the product consumed.

Conclusion
Based on a comprehensive literature review, these articles provides a comprehensive collection of consumer behavior in consuming and making purchases or repeat purchase on innovative green products. This is considered as the basis of consensus among the actors involved such as; government, industry, and individuals in creating innovative products about consumer behavior in making purchase or repeat purchases. Therefore, the satisfaction and attitude of the consumer environment is an invaluable resource in shaping buying behavior. Furthermore, it was concluded that evaluation of consumer satisfaction and environmental attitudes are both important in determining the behavior of innovative green products. It seems that the environmental behavior of consumers in particular, plays an important role as a mediator between satisfaction and purchase or repeat purchases. Furthermore, the results obtained illustrate the importance of investigating the antecedents of satisfaction and environmental attitudes to make predictions of behavior with regard to willingness to buy back green innovative product (GIP). Therefore, this article emphasizes the fact that satisfaction, environmental attitudes and environmental purchases must be incorporated into psychological and social resources in shaping consumer behavior. The high level of involvement of individuals with innovative green products is shown by the attitude of the environment to influence their choices regarding consumer assessment and satisfaction in consuming innovative green products.
In conclusion, consumer satisfaction, environmental attitudes have an important role in shaping purchase or repeat purchase behavior of green innovative product (GIP). Where the results are obtained from the benefits and results obtained for consumers and the environment. This study aims to explain the newly created sustainability for environmental attitudes on green consumer behavior (consisting of green consumer behavior) based on the behavior provided in this article. This is a longitudinal contemporary study because it validates the findings of previous studies.