The Effectiveness of Employee Training on Firm Performance: Evidence from Vietnam

This study aims to test how employee training affects the performance of firms in Vietnam. Despite robust and stable economic growth of Vietnam, little research has been conducted on the effectiveness of human resource development of Vietnamese companies because it is difficult to obtain firm-level data of Vietnam. To fill this gap, using firm-level data, this study analyzes the effects of vocational skills training, managerial/leadership training and interpersonal/communication skills training on firm performance. To this end, this research obtains a final sample of 852 firms from the World Bank Enterprise Survey (WBES) database in 2015 and constructs an ordinary least squares regression to identify the types of employee training program on the sales growth rate. The results show that vocational skills training and managerial/leadership training have significantly positive impact on the sales growth rate.

Introduction
This study examines how different types of formal employee training programs affect firm performance in Vietnam. The nation has been regarded as the Post-Crisis-China that it has shown high economic growth rate since the global financial crisis. Until recently, China has been the world's production base as well as the most attractive investment destination due to cheap and abundant labor force and the largest population in the world (Austria 2012). However, China's economic growth has faltered recently while Vietnam's economic growth has been robust. This has increased the attractiveness of Vietnam as an investment destination that can replace China (The Economist 2016). In fact, Vietnam has shown signs of great economic potential: stable inflation, political stability, robust economic growth, abundant young and low-wage workers, increase in foreign direct investment (FDI), and so on (Troung et al. 2010;World Bank 2017;Chae and Lee 2018).
Despite Vietnam's economic potential, there are some obstacles to actually achieving the growth, one of which is the lack of skilled labor force and infrastructure (Binh and Linh 2017;Trounget al. 2010). Investment in labor-intensive industry that utilizes cheap labor force can lead to economic growth to some levels (Truong et al. 2010), which has been the strategy for Vietnam as the production base of labor-intensive segments. However, the industrial structure of Vietnam has been shifting from the labor intensive industry to technology and capital-intensive industry (Truong et al. 2010). Considering the diverse stages of economic development of the ASEAN (Association of Southeast Asian Nations) members, Vietnam could be staying as the production base in the ASEAN region precisely because the country lacks the skilled work force in technology or capital-intensive segments compared to Singapore, Indonesia, and Malaysia.
Furthermore, for economic growth or development, a country needs to foster a skilled labor force through education and training (Montague 2013); the same applies to businesses for them to stay competitive (Montague 2013;Van Tuan and Nguyen 2012;Truong et al. 2010;Zhu et al. 2008).Vietnam lacks a skilled labor force due to its poor educational program, similar to many other emerging markets (Montague 2013). To obtain a more competent workforce, the Vietnamese government has made a great effort on formal education (Barker and Üngör 2018). However, Vietnam's education system has not played a critical role in improving the quality of human resources (Vietnam Ministry of Education and Training 2014). Also, Vietnamese firms have complained of difficulties in finding skilled workers, which is one of the major obstacles to business activities in Vietnam (World Bank 2013). However, there is relatively less empirical research that tests the effects of training on firm performance in Vietnam (e.g., Nguyen et al. 2013;Van Tuan and Nguyen 2012).
The development experience of past Asian Tigers (i.e., Singapore, South Korea, and Taiwan) implies that Vietnam needs more skill-intensive jobs and skilled workers in order to achieve further economic development (Barker and Üngör 2018). To fill the gap in the previous research, this study aims to investigate the effect of human resource development on firm performance. Specifically, this study attempts to identify which type of training has positive effects on sales growth of Vietnamese corporates. There are a variety of training programs to enhance skills, knowledge, and abilities of human resources. This study focuses on training for vocational skills, managerial/leadership skills and interpersonal/communication skills in that they are required ubiquitously across all organizations.
This study would contribute to the existing literature as follows. First, this study is expected to contribute to the literature on human resource development of emerging markets by testing the relationship between employee training and firm performance in Vietnam. There are a significant number of review studies that focus on the characteristics of human resource management (HRM) in Vietnam or the development of HRM related to the progress of Vietnam's economic growth (e.g., Manning 2010;Montague 2013;Nguyen et al. 2018;Thang and Quang 2007;Truong et al. 2010;Zhu et al. 2007).However, there are few empirical studies that test the effect of employee training on firm performance (e.g., Nguyen et al. 2013;Nguyen et al. 2011;Van Tuan and Nguyen 2012). This study will fill this gap by providing empirical evidence of the effectiveness of employee training. Also, this research will contribute to the literature on management in Southeast Asian emerging markets. Southeast Asian transition economies have drawn much attraction as a production base of the global value chain because they have young and large scale population. However, the majority of the literature on the region has dealt with macroeconomic issues or institutional factors that have positive or negative impacts on firm performance (Austria 2012;Barker and Üngör 2018;Chia 2013;Das et al. 2013;OECD 2010) rather than firm characteristics. Using firmlevel data and focusing on a specific aspect of the firms that can influence their performance, the current study will enrich the literature on management in Southeast Asian emerging markets.
In addition, this study will provide practical information to companies considering direct or indirect investment in Vietnam by identifying employee training programs that will improve the productivity of Vietnamese firms. Vietnam is still an attractive investment destination for global businesses. However, as the rush of multinational companies to Vietnam leads to increased competition in Vietnam, concerns about the deterioration in Vietnam's investment profitability has been increasing. Therefore, companies entering Vietnam need to establish a competitive investment strategy.

Labor force of Vietnam
Vietnam has a young and large workforce: around 50 percent of the population is 25 years old or younger (Truong et al. 2010). Since the last decade the country has been especially competitive in the labor-intensive sector because low-wage workers account for a large amount of firm productivity or profitability. However, Vietnam's strategy based on lowwage labor force puts limitations to its economic growth (Troung et al. 2010). Vietnam has suffered from a severe shortage of skilled labor force and competent managers (Binh and Linh 2017;Montague 2013;Troung et al. 2010). Like other South Asian countries, Vietnam has paid a great attention to enhance their vocational education and training systems (Agrawal 2013). However, the education of Vietnam has not attributed to improving the quality of human resources (Vietnam Ministry of Education and Training 2014). In addition, although the number of specialized workers who are formed by vocational education or training is increasing, it is still not large enough to meet the demand. In all the sectors, the managers are required to upgrade the managerial skills (Swierczek and Anh 2000).However, only 23-30 percent of the labor force has received professional trainings, about one-third of the level expected in transitional economies (Truong et al. 2010) (p. 84).For implementing the FDI projects, Vietnam has hired expatriate workers from Singapore, Thailand, and Malaysia (Truong et al. 2010). Although Vietnam has been considered an attractive investment, the lack of skilled workers has been noted as a weakness (Kwak and Lee 2016: p. 26;US Department 2015).Because Vietnam was incorporated to the global value chain later than Singapore, Indonesia, and Malaysia, it is difficult to ignore the possibility that its role in the ASEAN region would be limited to an assembly production base with low economic added value. To break this role, securing skilled workers will be crucial for the Vietnam.

Employee training & Firm Performance
Human resources, employees, are regarded as a critical factor of organizational performance. Training and development can contribute to increase the skill flexibility of employees because it helps them learn how to cope with changes in technology, markets, and organizational structures (Knoke and Kalleberg 1994). Training has positive effects on firm growth such as enhancing competitive advantages (Fairfield-Sonn 1987) and increasing firm growth (Bartel 1994). Similarly, Kalleberg and Moody (1994) address that training contributes to improving all aspects of firm performance such as sales growth, market share, and employment relations. Montague (2013: p. 210) also addresses that educated and skilled workforce is likely to promote problem-solving, economic change, and overall productivity. The impact of training on the performance of a company may differ across the type of training. Also, training requires additional costs over the wages, so it is important to identify and select training programs that are more effective in improving firm performance. Among a variety of training, this study focuses on vocational training (job-specific skills or non-IT technical skills), managerial/leadership training and interpersonal/communication skills training because there is a lack of skilled, experienced workers at the managerial position in Vietnam. 2.2. 1. Vocational Training and Firm Performance Vocational skills training means activities that focus on enhancing skills and knowledge required for a certain job or task. Vocational skills include job-specific behaviors and knowledge such as handling of tools and equipment and the relevant processes. Skilled workers are likely to have high levels of job-specific skills, which lead to a better individual performance than unskilled ones. According to human capital theory, human capital can be increased by various activities or experiences that are transferred to knowledge and skills, which leads to enhancing individual productivity. Formal education and job training are regarded as contributing to the growth of human capital. In particular, as the main purpose of vocational training is to improve employees' ability to implement a given job or task, trained employees are more likely to show better job performance than untrained ones. Barron et al. (1999) demonstrates that employee productivity growth is highly correlated to job training. In other words, Vocational training contributes to employees to a better workforce, which has positive effects on firm performance. Based on the resource-based view (RBV: Barney 2001), skilled, flexible, and well-educated workforce plays a critical role in creating and sustaining competitive advantages (Porter 1990). Competent employees can be a strategic resource in that they are valuable and hard to be replicated. Many studies have reported that competitive advantages come from the development of firm-specific resources such as knowledge, quality, innovation, and human resources linked to business strategy (e.g., Dmitrovic and Zupan 2001;Khandekar and Sharma 2005). As a firm-provided training is likely to be firm-specific, an in-house vocational training would help foster manpower that is necessary to implement the firm's business strategies. Thus, Hypothesis 1 is suggested as follows: Hypothesis 1:In-house vocational training is positively associated with firm performance.

Managerial/leadership skills Training and Firm Performance
Managerial/leadership training refers to training for increasing managerial capacity. Managerial/leadership skills training is aimed at improving skills relevant to on-the-job performance (Burke and Day 1986: 232). In general, managerial/leadership training provides knowledge and expertise related to problem solving and decision making, human relations, motivation, and general management (Burke and Day 1986: 232). Managers of an organization are likely to have a huge influence on organizational performance (Bono and Judge 2003;Powell and Yalcin 2010). Managerial/leadership training program can be a good option to obtain competent managers (Burke and Day 1986). Currently, managerial/leadership education is required for success in the market because the global economy requires businesses to cope with technological innovation and severe market competition (Kutschera and Byrd 2005;Saari et al. 1988). In this line, many businesses have paid attention to managerial/leadership training in order to sustain the effectiveness of their managers (Powell and Yalcin 2010 McAlearney (2005) implies that managerial/leadership training contributes to obtaining a more competent workforce as well as financial benefits (Powell and Yalcin 2010: p. 228). In order for the Vietnamese companies to succeed in the global value chain, they need to enhance their competitiveness through innovation. Firm innovation is positively related to highly-educated managers (Ayyagari et al. 2011). Therefore, hypothesis 2 is suggested as follows: Hypothesis 2: Managerial/ leadership training is positively associated with firm performance.

Interpersonal/communication skills Training and Firm Performance
Interpersonal/communication skills refer to a set of basic attitudes required in human relationships (Rogers 1951).Organizational members need good communication skills because they often have to interact with others. Interpersonal relationships at workplace are based on communication. Communication means the understanding of meaning beyond conveying information and idea.
As no organization operates without sharing information or meaning among its members, communication is one of important factors that influence organizational effectiveness (Robins and Judge 2016).In this line, effective communication plays a critical role in organizational performance. However, there are many barriers to effective communication such as filtering, selective perception, and cultural differences. There is a great amount of the population that suffers from weakening communication apprehension (Schlenker and Leary 1982;Withers and Vernon 2006). According to Bambacas and Patrickson (2008), some managers lack the ability to convey clear messages, the ability to actively listen, and the ability to motivate their subordinates. Interpersonal/communication skills training aims to improve the ability that help individuals to interact with others at workplace or in business settings. Many studies have provided support for the effectiveness of interpersonal/communication skills training (e.g., Heaven et al. 2006;Wilkinson et al. 2002).Therefore, hypothesis 3 is suggested as follows: Hypothesis 3: Interpersonal/communication skills training is positively associated with firm performance.

Research Design
The research design examines the effectiveness of employee training on performance of firms in Vietnam using the following regression.
3.2.1. Dependent Variable (annual sales growth, %) The first model examines whether the formal training programs for a firm's permanent, full-time employees can influence on its performance. This study uses an annual growth rate as a proxy of firm performance. Because it takes time to see the effect of training takes time it is appropriate to measures sales growth rate rather than sales. The sample of this study provides information of past total annual sales from one year and 3 years ago, which results in a two-year gap for the dependent variable, the annual sales growth(%) calculated as follows: Annual Sales Growth = (Sales t -Sales t-2 ) ÷ ((Sales t + Sales t-2 ) ÷2)  Table 3 presents the mean and standard deviation of each variable as well as the Pearson correlations between model variables in Equation 1. The proxy for firm performance, Annual growth rateis positively correlated with Export(r = 0.06, p< .10) and Industry_Manufacturig(r = 0.12, p< .01). In contrast,Annual growth rate is negatively correlated with No formal training (r =-0.07, p<0.05), Size_medium (r = -0.06, p< .10), andFirm age (r = -0.13, p< .01).  Note: * p< .10; ** p< .05; *** p< .01. Table 4 provides the results of the regression to test the effect of employee training on sales growth rate. Vocational skills training is positively related to annual sales growth (β=0.09, p<0.1), which is marginally significant (t-value = 1.95). This means that firms providing vocational skills training are likely to show increase in sales. Therefore, Hypothesis 1 is supported. Also, Managerial/leadership skills training is positive and significant, β=0.11, p<0.05 (twotailed). Therefore, Hypothesis 2 is supported. In other words, firms with managerial and leadership training are more likely to increase sales growth than firms that do not provide any training. The coefficient estimate on Interpersonal/communication skills training is positive, but is not significant. Therefore, Hypothesis 3 is not supported. In terms of control variables, Firm age negatively affects sales growth, the coefficient estimate being -0.14 at the 0.01 percent level. Industry_Manufacturing is positively related to sales growth rate (β=0.16, p<0.01). The other control variables do not have a significant effect to sales growth rate. Note2:*, **, and ***indicate the significance based on p-value of less than the 10 percent level, 5 percent level and1 percent level (two-tailed), respectively.Note3: To mitigate heteroscedasticity and firm clustering effects, robust standard errors are used (Peterson 2009).

Additional Analyses
As Vietnam has played a critical role in the global value chain as a production base, it has been considered to have more competitive advantage in the manufacturing industry than the service industry. To gain further understanding of the effectiveness of in-house training in Vietnam, it might be necessary to test the industrial effects of employee training. Therefore, we have conducted additional analyses to investigate industrial differences in the effect of training on firm performance. Table 5 provides the results of the additional analyses. For manufacturing firms, Managerial/leadership skills training is positive and significant at the 0.01 percent level (two-tailed). For service companies, however, there is no significant relationship between training and annual sales growth.  Table 5, the following ordinary regression is estimated. Performance = α +β i (Focus of Training) + ∑ Control + ε. The dependent variable, firm performance, is proxied by an annual sales growth (%).The test variable is a categorical variable representing the type of training: : Vocation (Non-IT technical skills, vocational, or job-specific) skills; Managerial/leadership skills; Interpersonal/communication skills; No formal training, and the reference group is "No formal training". The control variables are firm size, firm age, proportion of export, proportion of external financing, listing status, subsidiary status, and industry dummies. The dependent variable iswinsorized at the top and bottom 1%. Note2:*, **, and ***indicate the significance based on p-value of less than the 10 percent level, 5 percent level and1 percent level (two-tailed), respectively.Note3: To mitigate heteroscedasti city and firm clustering effects, robust standard errors are used (Peterson 2009).

Discussion
This study aims to investigate the effect of employee training on firm performance in Vietnam. Specifically, this study explores the impact of training of vocational skills, managerial/leadership skills and interpersonal/communication skills on sales growth rate. The ordinary least regression results provide support for the effectiveness of in-house vocational training. This implies that job-specific training is positively associated with firm performance, which is consistent with the literature of human capital theory and RBV. Also, managerial/leadership training is positively associated with firm performance, which supports the existing research that addresses the importance of leadership training (e.g., There are some possible reasons as to why interpersonal/communication skills training is not significant to sales growth. First, one explanation may be the characteristics of the sample. Only 11 firms of the sample provide training for interpersonal/communication skills. If this paper used a different sampleone with more firms providing formal training for interpersonal/communication skillsthe results could have been significant. Another potential explanation for the insignificance of the interpersonal/communication skills training might be the gap between the potential and effective ability of an individual in the workplace. Training transfer refers to "the degree to which trainees effectively apply the knowledge, skills and attitudes gained in a training context to the job" (Baldwin and Ford 1988: p. 41). In terms of interpersonal/communication skills training, even though trainees have the knowledge of interpersonal/communication skills, they might not be able to apply it to the job context for reasons such as personality and working environment. Similarly, it takes time to transfer training to organizational performance.
Training helps accumulate human capital by increasing employees' knowledge and skills, but it takes time for the employees to actually begin applying their new abilities. The findings of this study enrich the existing literature on HRM and firm performance in Vietnam. As mentioned above, there is lack of empirical evidence of the effectiveness of employee training in the Vietnamese context (Nguyen et al. 2018). Many scholars and policy makers pay attention to the economic growth of transitional economies through the improvement of business performance. However, there are many limitations to the research on firm performance because it is difficult to connect or obtain information on firm-level business activities in emerging markets such as Vietnam. Using firm-level data, this research provides empirical evidence that employee training can improve productivity in Vietnam. Similarly, this research makes contributions to the literature on management in Southeast Asian emerging regions.
Existing ASEAN-related studies take a macro-perspective approach, focusing on the national and social factors (Austria 2012;Barker and Üngör 2018;Chia 2013;Das et al. 2013;OECD 2010), and there is little research performed at the firm level. This study fills the gap by identifying the training programs that improve the firm performance in Vietnam. Moreover, existing research on training in Vietnam has been conducted based on self-reported manager surveys (e.g., Thang and Quang 2005) or highly limited samples (e.g., Binh and Linh 2017). For example, Thang and Quang (2005) define firm performance as managers' perception in the effectiveness, which is a psychological variable rather a fiscal variable. This approach provides limited information of the effects of employee training on firm performance. This study enriches the literature by using a nation-wide sample and firm-level training measures in Vietnam. The findings of this study provides implications for global businesses entering Vietnam by providing information on training programs that can contribute to firm performance in the Vietnam market. For example, the results show that firm-specific vocational training can have positive effects on firm performance. This means that businesses need to consider providing vocational or firm-specific skills training in order to improve their performance in Vietnam. Also, employers or businesses in Vietnam might provide their employees formal training of leadership skills. In emerging there are lacks of managers and skilled employees. Like other transitional economy Vietnam has suffered from the lack of experienced workers who can be managers. Therefore, it might be necessary that companies provide formal training of managerial and leadership in Vietnam. In addition, the findings from this study imply that in Vietnam, HRM managers might put more emphasis on vocational skills training and managerial/leadership training than interpersonal/communication skills training. As the budget of training is limited, it is necessary to select training programs that are more effective for corporate performance. This is especially true in emerging markets. According to Agrawal(2013: p.15) vocational education and training (VET) systems have not been working in the South Asian region because the VET stream is small in the region, which also applies to Vietnam. This implies that employers need to pay a great attention to providing more effective training program in Vietnam.
Despite the contribution of this study mentioned above, there are some limitations when interpreting the result. This study focuses on manufacturing firms in Vietnam, which may make the results inapplicable to other industries or emerging economies. Future research could address part of this issue by extending the methodology to other Asian emerging economies such as Indonesia and Thailand. It would be also interesting to explore whether the effect of human resource development on firm performance differs across the countries. For example, one could compare the effectiveness of employee training between transitional economies and advanced ones. Also, future research could be conducted on other industries such as service and information technology (IT). In addition, the major variables of this study are binary. For a deeper understanding of research question, future research should seek a variety of information by using in-depth interviews or more structured surveys (Lee and Weng 2013: p. 1484). Furthermore, a longitudinal study could be performed to identify the long-term effect of employee training on firm performance because it takes time for the effect of employee training to show. Also, it might be necessary to investigate the effects of training on individual performance or employee motivation (Meyer and Allen 1991). Employee training will ultimately affect sales, but there may be less direct impacts. The effect of training can influence employees' attitude toward their job such as job involvement and job enthusiasm. Especially in emerging markets, there are not enough educational institutions to provide individuals opportunities for education. Employees in Vietnam have very few opportunities to accumulate general or special skills. According to Zhu and Verstraetan(2013), less than 20 percent of manual workers receive training once a year, while only a half of the labor force receives training once a yearin Vietnam. This implies that employees might regard training as benefits or favors provided by the companies they work for (Chambel and Sobral 2011).According to the principle of reciprocity, employees might seek to compensate this favor by increasing organizational commitment or job commitment. Therefore, it will be necessary to study the effects of employee training on individual level outcomes. Future research needs to be conducted on effects of Vietnam's institutional characteristics on the relationship between training and firm performance. For example, the effectiveness of in-house training is affected by the education system of the country where a business operates. It needs to identify cultural or societal factors that contribute to enhancing the training effect. Also, the way and situation in which training is conducted can affect the effectiveness of training. In order to improve the training transfer, trainees should be well-prepared and ready to receive training, and the company should conduct training based on their characteristics. The effectiveness of employee training may vary depending on the training period, training frequency, and pedagogy. Therefore, future research needs to be conducted on how the structure of training influences training performance in emerging markets, particularly Southeast Asian emerging markets.

Conflicts of Interest:
The authors declare no conflict of interest.


The Use of Digital Application MPI Supply Chain for Efficient Management of the Firm's Operating Activities

The aim of the research is an elaboration and use of digital applications for efficient management of the firm's operating activities. The use of digital applications makes it possible to improve the operational management system based on the "Value Chain" model, to quickly identify potential risks and possible losses in the simulated value chain. The authors proposed a classification of firms in accordance with the maturity levels of the firm's business operations. to bring the company to a new level of maturity. It is substantiated that through the introduction of digital applications, firms form standards for process execution (maturity level 2) and set targets along the entire value chain (maturity level 3). through small improvements (maturity level 4). The article reveals typical constraints in improving operating activities of Russian firms, consisting of inaccurate indicators at cost, impossibility of getting the needed quality the first time, irrelevant methods for assessing staff performance, lack of measures to improve the value chain. The functional of digital applications for managing the company's operating activities has been determined, including: collection and processing of Big Data, stakeholders adopting the “mobility” standard in their activities, logistic optimization, monitoring and control of processes in real time. A business case of Digital Applications has been developed that implements fixing along the value chain in the framework of maintenance of transformer substations. The processes along the value chain presented in the digital application covers, firstly, the full cycle of digitalization of assets and operations. Second, it identifies the links between non-financial and financial metrics of operational management. And, thirdly, it provides an assessment of the influence of operating factors on the achievement of strategic goals and the value of the firm.

INTRODUCTION
The digital transformation of the economy, functioning as a metatrend of sustainable development, can significantly improve the potential of firms' management systems through digital reformatting of operating and management activities. Digitalization optimizes the process of creating value, generates new ways of interacting with customers, increases the efficiency of business processes, develops the capabilities of employees, creates new products while simultaneously generating new risks and threats. The use of digital technologies does not mean a decrease in the contribution of a person's professional experience and competencies to the production of economic benefits. On the contrary, the importance of qualifications, education, human digital skills and, therefore, human capital is ever increasing. Digital models of professions appear. For example, in the OAO Setevaya Kompaniya (Grid Company) of the Republic of Tatarstan, one of the modules of the Smart RES project is the "digital electrician". "The outfit of the digital electrician" is designed to include a digital modular helmet; a tablet PC and sensors on the overalls" [7]. This project increases the safety of employees during work and simplifies the process of maintaining networks and equipment.

METHODS
The goal of digital transformation is to change the logic of processes and move the company's operations to a new level of maturity. In accordance of methodological principles, firms can be divided into 4 groups according to their maturity levels ( Figure 1).

Figure 1 Maturity Levels of the Company's Business Operations
The transition of Russian firms to new levels of operational maturity depends on a number of typical constraints ( Figure  2).

Figure 2 Typical constraints in improving operating activities of Russian firms
According to Gartner research methodology, firm, being competitive is getting harder. Industry leaders have 20-50% lower supply chain costs than their competitors. In companies with a weak culture of quality, employees make 85% more mistakes on average than in companies with a strong culture of quality [4]. In order to address these challenges and move to a new operational level, beginning with warehouses and factories and ending with the administrative office, firms are implementing operations management systems based on the Value Chain model [3,12]. Firms use these information systems to form process performance standards (maturity level 2) and set targets throughout the value chain (maturity level 3). Process targets are further continuously improved by making minor upgrades, rather than large-scale innovations (Kaizen method). Calculation of costs according to the Kaizen method is a planning method applied at the stage of performing the operational tasks of Advances in Economics, Business and Management Research, volume 156 the firm and focused on reducing variable costs in the planning period below the level of costs of the previous period. The target cost reduction ratio is calculated as the ratio of the target cost reduction to the baseline cost. Following this logic, the firm must continually strive for excellence, so it is necessary to always set a benchmark for improving existing methods and procedures. The search for ways to improve should be continuous. After implementation, such systems deliver:  reduction of operating costs by more than 15%,  reducing the time to complete warehouse, production and corporate tasks by 10-30%,  reducing the level of spoilage during production and acceptance at the warehouse up to 25%,  reduction of labor costs for assessment and improvement of activities up to 88%[9].

RESULTS AND DISCUSSIONS
The main feature set of digital applications for managing the operating activities of a firm, in our opinion, is ( Figure  3):  Collection and processing of Big Data, allowing to increase the efficiency of generating added value and optimize the processes of storing and processing data. Modern digital technologies for machine processing of the Big Data make it possible to measure the actual costs of the implementation of any business process or production of a product.
 Stakeholders adopting the "mobility" standard in their activities. Owners and managers get the opportunity to switch from their stationary computers and not always convenient laptops to mobile software and hardware systems. However, to implement the "mobility" standard, first of all, it is necessary to train employees in digital competencies.
 Logistic optimization. Increasing the efficiency of logistics and production requires efficiency and transparency of procurement, fair competition among suppliers, and long-term relationships with strategic partners. E-procurement systems are increasingly the only way to achieve these goals.
 Monitoring and control of processes in real time. Real-time technologies are focused on collecting and presenting operational information about the status of tasks, quality control processes and the actual cost of products or services. This information is particularly used to compare actual results with benchmarks, and to identify and analyse variances that affect value creation. Thanks to the greater transparency of the supply chain, managers can track the execution of business processes at any time, from procurement of raw materials to sales. Digital applications to improve operating activities are fundamentally changing the firm's development strategy based on the digitalization of the value chain [5,6]. A value chain operating model is a system for transforming a firm's capital to create value. Implementing an end-user model transforms management approaches to value chain organization. Within this approach, it is possible to assess the contribution of individual operations to creating value for the customer. Digital applications aim to transform the value chain to increase the return on investment of the firm. Investments in digital technologies affect the internal structure. In many industries, digital application adoption is seen as an indicator of progress towards the corporate mission [8,10,11]. Indicative in this respect is the practice of digitalization of the electric power industry, which permeates the entire energy conversion chain from generation to transmission and distribution to the consumer and changes the very nature of the existing energy infrastructure. Digitization serves as the foundation for creating new business models and revenues in the power industry and provides benefits in three key areas: reliability, efficiency and affordability. The use of digital applications enables the firm to better meet the needs of its customers. For example, the introduction of an intelligent electricity metering system by a grid company and the transition to the use of smart meters provides a convenient user interface and active involvement of consumers in the energy management process. Smart meters provide the ability to automatically process and store Big Data.

Figure 3
The main functions of digital applications for managing operating activities of a firm Accordingly, OJSC «Setevaya Kompaniya», while simulating the value chain, makes a grouping of resources and results by the following capitals: financial, production, human, intellectual, natural and social and reputation. "As a result of the company's activities, capital is being transformed and value is being created for external and internal stakeholders. Each capital is expressed in a set of indicators that reflect the contribution to the implementation of the Company's strategic goals and the UN Sustainable Development Goals" [7]. The main digital applications for managing the components of intangible capital are presented in Table 1. Innovative digital solutions help reduce costs and increase added value at every stage of the value chain. The fourth industrial revolution merges classical production and management methods with cyber-physical production systems (CPPS). This horizontal integration of smart products and networks into new (predominantly non-linear) value chains will lead to profound changes in innovation Digital applications

Switching to mobility
Monitoring and control of processes in real time

Logistic optimization
Advances in Economics, Business and Management Research, volume 156 cycles and maximize market impact. Consumer capital digital applications are effective communication tools as they enable brands to achieve their overall communication goals through interactions with large numbers of Internet users. Managing company data and resources is more systematic and easily accessible in the digital environment eKanban planning system for lean and on-time production: providing real-time monitoring of all production processes

Radio frequency identification (RFID)
Enterprise resource planning (ERP systems) Consumer Capital CRM-system is a customer relationship management system BPM-system is a system for managing business processes for customer service, implemented to improve the efficiency of the Company

Creation of mobile applications and personal user account
There are various types of CRM software. Most of them are capable of performing the key functions of CRM -storing, tracking and sharing your customers' data. However, many software solutions can also support operations. For example: an operational CRM can improve the management efficiency of all activities that make up the value chain, including marketing, sales and customer service. Analytical CRM can help track customer interactions or improve customer acquisition and retention processes. In-house CRM can leverage interactions between different departments, suppliers, or stakeholders. Electronic Kanban (E-Kanban) ensures the maintenance of stocks at a standard level, the delivery of goods and equipment at specified time intervals. E-Kanban is currently using the Internet as a method for routing messages to external vendors to provide real-time control of the entire supply chain. E-Kanban has a number of competitive advantages, including lower inventory levels, lower storage and transportation costs, reduced working capital, and increased liquidity. Oftentimes, the impossibility to find a critical component in stock can jeopardize the entire value chain. The use of RFID technology removes these risks. As part of the new digital solutions, ultra-high frequency (UHF) RFID tags are encoded, printed and attached to inspection objects. This procedure allows each object to be identified in all business processes, which increases the transparency of the value chain [2]. While some digital applications, such as eFreight or eMaintenance, are tied to specific stages of the value chain, most applications can be applied individually or in a networked manner to enhance the impact of different stages of the value chain.

FINDINGS AND CONCLUSIONS
Let us consider the case of fixing operational processes along the value chain within the software of transformer substations ( figure 4a and figure 4b).

Figure 4a
How the software works Mobile printers Description of business processes 1. In the information system, the dispatcher creates tasks for the substation maintenance. The system records the time spent on application processing by employees and includes the maintenance cost. 2. RFID antenna automatically detects the shipment of consumables from the warehouse. RFID technologies make it possible to reduce the cost of such warehouse operations as: stock control, hauling, picking and shipping. Upon receipt at the warehouse, consumables are marked using RFID printers. 3. The electrician receives consumables and a work order. 4. At the moment of departure, the driver scans the QR code of the badge via a mobile computer and records himself, the electricians and vehicles in the information system. The time spent by resources for transportation is included in the cost of maintenance. 5. Bluetooth® bridge detects the arrival of a vehicle at its destination. 6. The electrician using a mobile computer takes consumables to an abstract warehouse of the Substation. 7. The electrician, via a mobile computer, scans the QR code of the work order. In the mobile computer, he fixes mechanisms, consumables and himself for a task, after which he starts repair work. The system records the time spent by resources for repairs and includes maintenance costs. 8. Meanwhile, Bluetooth® bridges record all movements of employees inside the substation. 9. The electrician completes the repair work and sends a request to print a tag with a QR code via a mobile computer. The QR code tag includes all service information and is glued in a specially designated place. The team that arrives for the next service will be able to scan it and see what was done last. 10. The senior foreman (supervisor) scans the QR code of the order and approves the quality of the work performed. The time spent on quality control is also included in the maintenance cost. Comprehensive, integrated digital solutions are critical to the efficient implementation of smart products and networks in value chains. In our opinion, it is only through the implementation of such integrated digital solutions that it is possible to develop intelligent business models that provide competitive advantages and consumer demand.


COVID-19: Threat or Opportunity for Online Education?

The outbreak of the novel coronavirus disease (COVID-19) began in the Wuhan region of China in December 2019. By February 2020, cases of COVID-19 had been detected on every continent. Governments are advising citizens to be prepared for an outbreak in their community. Today, we are globally experiencing closures in schools and universities, postponements or even cancellations of conferences and other organized events, and social distancing. In addition, we have also seen the promotion of flexible ways of studying and working to hinder the rapid spread of the virus. This position paper aims to reflect on where exactly online education figures into this crisis situation by focusing on four important pillars: (a) policymaking, (b) access to resources, (c) training opportunities, and (d) ongoing evaluation and monitoring.

Introduction
The outbreak of the novel coronavirus disease  began in the Wuhan region of China in December 2019. By February 2020, cases of COVID-19 had been detected on every continent. Governments are advising citizens to be prepared for an outbreak in their community. Today, we are globally experiencing closures in schools and universities, postponements or even cancellations of conferences and other organized events, and social distancing. In addition, we have also seen the promotion of flexible ways of studying and working to hinder the rapid spread of the virus. This position paper aims to reflect on where exactly online education figures into this crisis situation by focusing on four important pillars: (a) policymaking, (b) access to resources, (c) training opportunities, and (d) ongoing evaluation and monitoring.

So Where Exactly Does Online Education Figure Into This Crisis Situation?
The United Nations Educational, Scientific, and Cultural Organization's director-general, Audrey Azoulay, said in a recent statement ("Coronavirus Update," 2020), "While temporary school closures as a result of health and other crises are not new, unfortunately, the global scale and speed of the current educational disruption is unparalleled and, if prolonged, could threaten the right to education" (para. 1).
What she's referring to is the approximately 400 million students from countries like China, Spain, the Netherlands, Belgium, Japan, Iran, Italy, Iraq, South Korea, France, Greece, Germany, Singapore, Thailand, the United Kingdom, and the United States (among many others) who are currently not attending classes due to this novel virus.
To ensure a continuity in students' learning, even under sometimes fragmented national regulatory frameworks-which make the recognition and accreditation of nontraditional (face-to-face) degrees challenging-some governments are looking to find a solution in online education initiatives. Such initiatives may include the use of online synchronous communication and the design, delivery, and assessment of online learning activities within a virtual learning platform.
For many online education researchers and practitioners, the COVID-19 crisis is being considered as a unique opportunity to support both students and institutions by filling the gap left by conventional (face-to-face) education. Indeed, online education has a number of advantages, not least that it allows educators and students to continue teaching and learning from any location without interruption. As a result, educational institutions can continue to receive anticipated revenues.
What educators, students, and institutions involved in these "emergency" online education initiatives should keep in mind is that these new measures are, on the whole, untested, and in some cases, they are not applied consistently across educational institutions. In addition, monitoring and evaluation mechanisms are not always adequate. Finally, the initiatives can only really be implemented effectively if students (and educators) across the board have reliable access to the technology and resources needed for online delivery.
Given the circumstances, relying on online education as a solution to ensure continuity of learning in areas impacted by COVID-19 may well prove to be overly optimistic. Especially in countries that take a more conservative approach to the recognition and accreditation of online education, the failure of this experiment may lead to the misconception that online learning is ultimately an ineffective learning model. In turn, this may cripple the progress of less traditional ways of teaching and learning.
To avoid this eventuality, it is important to highlight some actions that need to take place for the smooth and effective implementation of online education.

Educational Policymaking: Teachers, Students, and Society Need a Clear and Consistent Plan
Governments and policymakers should create a framework for each level of education-primary, secondary, and higher-that will equally focus on the implementation of online education, the required methodologies, and the desired outcomes of the practice. Good practices, methodologies, and common goals should be cocreated and communicated all groups of stakeholders. National experts in the field can play a key role in codesigning these frameworks with local, regional, or national authorities, for example, ministries of education. Although each institution should be given the flexibility in how to implement online learning, a validated framework and some common goals are necessary to ensure consistency, learning, and achievement.

Access to Necessary Resources: Online Education Is Not Only Tools and Applications
Access to learning opportunities, success at school, and chances of higher and further education should be available for all (Amsterdam University of Applied Sciences Digital Society School, n.d.). As such, when we aim to ensure continuity of learning, it is of utmost importance to consider the entire population of educators and students. According to the United Nation's (2015) Sustainable Development Goal 4, "achieving inclusive and quality education for all reaffirms the belief that education is one of the most powerful and proven vehicles for sustainable development" (para. 4). Does everyone have access to the necessary hardware and software for online delivery? If not, how can we provide such resources to the most vulnerable groups at short notice? Any meaningful effort to this end must rely to an extent on a collaboration between the government and the private sector.

Training Opportunities for Both Educators and Students: Experts Should Be Consulted, and Not Everyone Can Give a Solution
Current research has demonstrated that technology itself doesn't guarantee an effective-or pleasantlearning experience. This can only be achieved through systematic training initiatives that clearly set out the teaching and learning that institutions expect of their educators and students, respectively. These training initiatives should be in line with the policy frameworks discussed earlier and should cover both technological and pedagogical aspects.

Ongoing Evaluation and Monitoring of New Learning Initiatives: Teachers, Students, and Administrators Need Ongoing Support
Online education can undoubtedly offer new learning environments that make learning accessible and support students in developing competencies, skills, and attitudes (Vlachopoulos et al., 2012). Evaluation and monitoring of these new environments should be carried out for many reasons: to identify their impact on students' learning experience; to provide us with insights into how and what the students are learning; to provide us with data on how online practices can be improved; and, finally, to provide an evidence base that can be used by other countries looking to implement online education.

Impact on Educational Technology Investments
There is no doubt that this current context is leading to a reconsideration of investments in educational technology, as investors, education technology companies, governments, officials, and policymakers are trying to support this emergency remote-teaching situation (Hodges et al., 2020).
Specifically, we see several education technology companies offering free access for institutions, teachers, and students to some of their products and services, which are now tested by millions of users from all over the world. Moreover, institutions are in negotiations with companies on bigger projects, such as the acquisition of learning platforms, proctored examination solutions, and synchronous communication solutions, among other products and services.
It is important to mention that this uptick in demand does not lead to an increase in sales, mainly because most of these institutions don't have the budget for such initiatives or because they don't have effective procurement processes. At the same time, governments and officials cannot decide on whether they should invest in short-term solutions or a long-term plan.
Ultimately, it is clear that the COVID-19 crisis has in fact presented an opportunity for online education to penetrate new areas and offer sustainable and effective learning solutions to the populations it has impacted. However, a systematic approach in investing, planning, and delivering online learning is an absolute must, as the alternative could be highly detrimental to the implementation and expansion of online education.
Vlachopoulos, D., Sangrà, A., & Cabrera, N. (2012 The Higher Learning Research Communications (HLRC), is a peer-reviewed, online, interdisciplinary journal indexed in Scopus, ERIC, JGATE and Directory of Open Access Journals (DOAJ). It is an open access journal with an international focus published by Walden University, USA. Its aim is to disseminate both high quality research and teaching best practices in tertiary education across cultures and disciplines. HLRC connects the ways research and best practice contribute to the public good and impact the communities that educators serve. HLRC articles include peer-reviewed research reports, research briefs, comprehensive literature reviews, and books reviews.