Telenor’s Training System

Training System of Telenor Pakistan

Presented By

Muhammad Mahmood Aslam

Brief overview of Telenor HRD Department and its functions Challenges faced by HRD department Framework for HRD Department Conclusion Recommendation

Today I will discuss…

Worlds 7th largest Telecom Company Total Subscriber of 19.98 million-y 2009 Telenor Investment in Pakistan is 2 billion

USD Telenor is creating 2500 direct while 25000

indirect employment opportunities

Introduction

To increased profitable growth-2011 To strengthen performance culture To develop a competitive advantage To provide a superior customer experience To ensure best practice benchmarking

across the Group To drive change and constant renewal

Corporate level Strategies

Central I Central II North South

Human Resource Development Departments

Training development Organizational development Career development The “new learning and performance

wheel” Strategic management and HRD

Human Resource Development Functions

Increasing workforce diversity Competing in a global economy Eliminating the skill gaps The need for life long learning Facilitating the life long learning

Challenges

In house training Outsource training

Types of Training

System related training Product related training Technical training Front end desk training Operational wise training

In house Training

Moral building Attitude building Executive training

Outsource Training

Employees are really satisfied with the norms and values of the Telenor’s internal structure.

The 90% of the employees of the Telenor take the training most effective.

Telenor’s culture and Training

Flat structure of communication Hierarchy of the organization is well

managed Vertical as well as horizontal communication Training as a necessary component

Necessary Components of Culture

HRD department follow a framework which consists of four major steps:

Training need assessment phase Training design phase Implementation phase Evaluation phase

Frame Wok for HRD Department

Organization level Individual level Operational level

Level of Training Need

Training Need

Organizational level

Individual level

Operational level

Levels of Training Need

WHO CONDUCTS NEEDS ANALYSIS & WHY? WHO IS THE TRAINEE?

Necessary Questions for TNA

Techniques for Determining Specific Training Needs◦ Observation◦ Interviews◦ Questionnaires◦ Performance Appraisal◦ Job description

TNA at Telenor

TRAINING DESIGN MODEL

The TrainerThe TraineesTraining Climate Trainees’ Learning Style Training Topics Training Strategies Support Facilities Constraints

The Trainer Before starting a training program, a trainer analyzes

his technical, interpersonal, judgmental skills in order to deliver quality content to trainers.

The Trainees In training design there should be a close scrutiny of

the trainees and their profiles. Age, experience, needs and expectations of the trainees are some of the important factors that affect training design.

Training Climate There should be a good training climate, a good

training climate comprises of ambience, tone, feelings, and positive perception for training program, etc is one of the necessary conditions of training design.

Trainees’ Learning Style The learning style, age, experience, educational

background of trainees must be kept in mind in order to get the right pitch to the design of the program.

Training Strategies Once the training objective has been identified,

the trainer translates it into specific training areas and modules. The trainer prepares the priority list of about what must be included, what could be included.

Training Topics After formulating a strategy, trainer decides

upon the content to be delivered. Trainers break the content into headings, topics, ad modules.

Training Topics Contents

Contents are then sequenced in a following manner:

From simple to complex Topics are arranged in terms of their relative

importance From known to unknown From specific to general Dependent relationship

Training Tactics

Trainees’ background Time allocated Style preference of trainer Level of competence of trainer Availability of facilities and resources.

Support Facilities These are of two Types

Printed Audio visual

The various requirements in a training program are

white boards flip charts markers.etc

Constraints

Time Accommodation, facilities and their

availability Furnishings and equipments Budget

EVALUATION PHASE

Training evaluation ensures that whether candidates are able to implement their learning in their respective workplaces, or to the regular work routines.

PURPOSES OF TRAINING EVALUATION

The five main purposes of training evaluation are

Feedback Research Intervention Power Control

PROCESS OF TRAINING EVALUATION Before Training

◦ the learner’s skills and knowledge are assessed before the training program

During Training ◦ It is the phase at which instruction is started. This phase

usually consist of short tests at regular intervals. After Training It is the phase when learner’s skills and knowledge are assessed again to measure the effectiveness of the training.

TECHNIQUES OF EVALUATION In house Training

Observation Questionnaire Interview Quizzes

Outsource Training

Execution on the job after Training During Execution at the job

RESPONSIBILITY FOR THE EVALUATION

OF TRAINING Senior Management The Trainer Line Management The Training Manager The Trainee

Proper Training Programs.

Discussion with Trainer about Training.

Growth Opportunities.

Motivate Employees.

Friendly Environment.

Conclusion

Trainer Must be well Trained .

Training must be a continuous process, and results of the Training must be Evaluate.

Provide training in “chunks” that are scheduled over a period of time.

Every individual, supervisor, attend Training Session.

Recommendations

practice active learning principles; honor a variety of learning styles.

Make use of session pre-work during the actual training session.

Increase trainee investment in the session by engaging them in tasks requiring action.

Provide reference materials and job aids for review after the session.

During the session, discuss how to address real life scenarios, and barriers.

Recommendations (cont.)

Questions