Telenor Pakistan, Training and Development

Muhammad Mahmood Aslam COMSATS Institute of Information Technology, Lahore http://pakistanihr.blogspot.com

This document is for reference purpose only, copying/reproducing of this document is strictly prohibited.

TABLE OF CONTENTS

Introduction ........................................................................................................................................................ 2

Vision and Values ......................................................................................................................................... 3

Telenor Group Strategy .................................................................................................................................. 4

Human Resource Development Department ........................................................................................ 6

Human Resource Development Functions ........................................................................................ 6

Types of Training .............................................................................................................................................. 7

Organizational Culture and its supportiveness for Training .......................................................... 8

Framework for the HRD Process ................................................................................................................ 9

1- Training Need Assessment Phase .................................................................................................... 9

Who Conducts Needs Analysis & Why? ....................................................................................... 11

Who is the Trainee? ............................................................................................................................. 11

Techniques for Determining Specific Training Needs ........................................................... 11

2-Design Phase ............................................................................................................................................ 12

Training Design Model ........................................................................................................................ 12

3-Training Implementation ................................................................................................................... 14

4-Evaluation Phase .................................................................................................................................... 16

Purposes of Training Evaluation .................................................................................................... 16

Process of Training Evaluation ....................................................................................................... 17

Techniques of Evaluation .................................................................................................................. 18

Responsibility for the evaluation of training ............................................................................. 18

Conclusion ......................................................................................................................................................... 20

Recommendations .......................................................................................................................................... 21

Appendices ........................................................................................................................................................ 23

References ......................................................................................................................................................... 28


2

INTRODUCTION

Telenor Pakistan is a Pakistani GSM cellular service provider, and is a subsidiary of

Telenor, Norway. It has a subscriber base of 19.98 million as of March 2009.Telenor

Pakistan is owned by Telenor ASA and adds on to its operations in Asia together with

Thailand, Malaysia and Bangladesh. Telenor ASA is an international provider of high

quality telecommunications, data and media communication services. It ranks as

world’s 7th largest mobile operator with a total of 164 million subscribers in its

mobile operations.

Telenor Pakistan launched its operations in March 2005 as the single largest direct

European investment in Pakistan, setting precedence for further foreign investments

in the telecom sector. The company has crossed many milestones and grown in a

number of directions, making Telenor Pakistan a leading telecom operator of the

country.

Telenor is the fastest growing mobile network in the country, with coverage reaching

deep into many of the remotest areas of Pakistan. In the most difficult terrains of the

country, from the hilly northern areas to the sprawling deserts in the south, at times

Telenor is the only operator connecting the previously unconnected.

Telenor is keeping ahead by investing heavily in infrastructure expansion. With USD

2 billion already invested, Telenor have extended agreements with vendors for

network expansion and services until 2009. The agreements, with a potential to result

in USD 750 million worth of orders from Telenor Pakistan, are some of the biggest of

their kind in the industry. Telenor is spreading across Pakistan, creating 2,500 direct

and 25,000-plus indirect employment opportunities. Telenor is a network of 23

company-owned sales and service centers, more than 200 franchisees and some

100,000 retail outlets.


3

VISION AND VALUES

Telenor vision is simple:

“Telenor exists to help customers get the full benefit of communications services in

their daily lives. We're here to help. Make it easy. Keep promises. Be inspiring and be

respectful.”

Telenor vision and values define a common approach for all their employees setting

out how they do business at Telenor. They provide a fundamental guide for taking

care of our customers. Together they set the standard for how Telenor work in order

to create sustainable value for our shareholders, customers, employees and partners.

Values

The values at Telenor are a constant reminder to Employees of how Telenor should

serve all our customers around the world. They inspire us to be a driving force in

modern communications and customer satisfaction.

Values in practice

According to an official at Telenor

“We want to make it easy for our customers to get what they want, when they want it.

We will keep promises and do what we say we will do. We will innovate to deliver

fresh ideas. And, as an international company, we will respect our customers and their

local cultures.”

For getting the information regarding the HRD functioning in Telenor, we have visited

Telenor several times, and we come to know that the written values are in real practice

which might be a reason for the success of Telenor.


4

TELENOR GROUP STRATEGY

The Telenor Group has a strong track record of delivering on ambitious goals. By

2011, we aim to be one of the fastest growing mobile operators in the world, with a

strong broadband position in all markets, successfully developing new services and

adopting new and responsible business models.

The Telenor Group has defined six strategic ambitions which it aims to achieve by

2011. These are:

1. To deliver increased profitable growth

The Telenor Group aims to achieve a substantial revenue increase in the years to

come. This growth will mainly come from existing businesses. We will seek to

increase our core mobile and fixed voice revenues and explore broadband

opportunities in our emerging markets. The Telenor Group is also investing in

adjacent markets, such as basic financial services and machine-to-machine (M2M)

communication worldwide.

2. To strengthen our performance culture across the Group

In all our operating companies, we will continue the successful practice of combining

a local approach with global expertise. This means that the local management teams

will build a unique performance culture based on their own initiatives and in line with

the Telenor governance model, Codes of Conduct, vision and values, our people

policy and the way we work across borders. In terms of Health, Safety and

Environment (HSE), our objective is to improve working conditions and

environmental management by having clearly defined standards across our operating

companies and supply chains.

3. To make responsible business a competitive advantage

Corporate responsibility at Telenor will be part of managing risk and linked to our

core business. For example, the measures we have taken to fight climate change are

motivated both by our commitment to corporate responsibility and by an enlightened

view of associated business benefits and opportunities: what is good for the

environment is also good for business. Telenor now has clearly defined targets on

CO2 emissions from its operations - not just to help save our planet, but to save

energy and money. Telenor has a strong track record when it comes to sustainable

business: it was ranked top performer by the Dow Jones Sustainability Indexes (DJSI)

in 2007 and 2008.

4. To provide a superior customer experience

Faced with an increasingly competitive environment, Telenor needs to differentiate

itself by providing a superior customer experience. In our vision – we’re here to help

– and core values (make it easy, keep promises, be inspiring, be respectful),


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We put customer experience at the top of the agenda throughout the Telenor Group.

One of our ambitions is to reach a situation where end-users’ brand preference is

higher than the Telenor market share for all operating companies.

5. To ensure best practice benchmarking across the Group

Telenor will undertake benchmarking and best practice sharing across the Group. A

global objective is to achieve a higher reduction in the average operational cost per

minute than the expected decline in average price per minute. The Telenor Group

aims to achieve considerable continued growth in operating cash flow from all of its

operations.

6. To drive change and constant renewal

To secure a strong industry position, we need to innovate in everything we do. To get

the most out of our efforts, we have prioritized five group-wide innovation areas:

Broadband outside the Nordic countries. Our long-term ambition is to achieve

the same position in broadband (mobile and fixed) as we have in mobile voice

today.

Connected objects / M2M. The “Internet of things.” The Telenor Group is

working to establish itself as a global player within this rapidly growing and

potentially huge market.

Financial services. The Telenor Group aims to establish itself as a significant

player in parts of the financial services industry in select under-serviced

markets, establishing a platform for long-term growth.

Partner innovation. The Telenor Group controls many valuable assets that can

be further developed together with partners. Partner-driven innovation is a

cost-effective way to create many new revenue-generating services.

Climate change. Our number one priority is to reduce CO2 emissions. The

Telenor Group aims to be part of the climate solution by de-carbonising

business processes and reducing physical travel and transport.


6

HUMAN RESOURCE DEVELOPMENT DEPARTMENT

Human Resource Department engage to perform a set of systematic and planned

activities designed by an organization to provide its members with the opportunities to

learn necessary skills to meet current and future job demands. HRD department in

Telenor plays very active role. The head office of HRD department is situated in

Islamabad however it has its four zonal offices, these are

Central I

Central II

North

South

Working of HRD department is cross functional, there is great coordination is among

the departments of the company. And HRD department play an important role in

providing strategic support.

HUMAN RESOURCE DEVELOPMENT FUNCTIONS

The functions of HRD in Telenor is to developing the required skills in employees as

by perceiving the future needs and demands of the company as well as the

requirement of the competitive environment. The major functions which they have to

perform are

Training and development (T&D)

Organization development

Career development

The “new learning and performance wheel”

Strategic management and HRD

The supervisor’s role in HRD

Organizational structure of the HRD function

As Telenor is one of the growing company of the country so, it is also facing a lot of

challenges in order to make its human resource as its competitive advantages, the

major challenges which are being faced by the Human Resource Development

department in Telenor are

1. Increasing workforce diversity

2. Competing in a global economy

3. Eliminating the skills gap

4. The need for lifelong learning

5. Facilitating organizational learning


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However in Telenor, the HRD department is doing great job in order to cope with all

these challenges, HRD department has developed a complete framework which the

management is currently practicing.

TYPES OF TRAINING

There are varieties of training types are available at Telenor which varies from need

of the employees as well as the company. Broadly speaking there are two main

sources of Training.

In house Training

Outsource Training

In House Training

In house training the company offers the training in its different zones by means of

seminars, conferences and workshops. In house training which are given on the job is

System related training

Product related training

Technical Training

Front End Desk Training

Operational wise training

These are the most common types of training which company gives to its employees.

Outsource Training

Telenor go for the outsourcing when the in house training is not available. The topic

cover under outsource training are those which are more general in nature so company

by evaluating cost and benefit go for outsourcing.

While go for outsourcing, Telenor is using the services of Novatious Institute which

holds a good name regarding the training. The common types of training are

Moral Building

Attitude Building

Executives Training


8

ORGANIZATIONAL CULTURE AND ITS SUPPORTIVENESS

FOR TRAINING

As far as Telenor internal culture is considered the employees are really very satisfied

with the Telenor’s norms and values. It is one of the major reasons that the turn over

rate of this organization is very low. By conducting the survey of the sales employees

in Telenor, we come to know that 90% of the employees of Telenor took the Training

most effective. The major aspects of Telenor’s culture which supports the its

objectives are

It owned a flat structure so the communication among employees is very good.

Hierarchy of the organization is well managed and there exist no fear between

subordinate and boss which give rise to the confidence in employees.

There is a vertical communication as well as horizontal communication exist

among the employees of Telenor which supports its objectives of being EEO

organization.

Training is the necessary components for all the employees from CSR

(customer services representative) to CEO (chief Executive officer)


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A FRAMEWORK FOR THE HRD PROCESS

HRD department follow a frame work which consists of four major steps, HRD

department is primarily responsible for Learning and development of employees. The

whole activities of HRD department in Telenor revolve around these steps.

1. Training Need Assessment Phase

2. Training Design Phase

3. Implementation phase

4. Evaluation phase

1- TRAINING NEED ASSESSMENT PHASE

Training needs analysis process is a series of activities conducted to identify problems

or other issues in the workplace, and to determine whether training is an appropriate

response. An analysis of training need is an essential requirement to the design of

effective training. The purpose of training need analysis is to determine whether there

is a gap between what is required for effective performance and present level of

performance.

The needs analysis is usually the first step taken to cause a change. This is mainly

because a needs analysis specifically defines the gap between the current and the

desired individual and organizational performances. In Telenor, the TNA phase has

given a primarily importance, it is conducted to determine whether resources required

are available or not. It helps to plan the budget of the company, areas where training is

required, and also highlights the occasions where training might not be appropriate

but requires alternate action.

Training Need arises at three levels:

Trianing Need

Organizational Level

Individual Level

Operational Level


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Corporate need and training need are interdependent because the organization

performance ultimately depends on the performance of its individual employee and its

sub group.

Organizational Level

In Telenor, Training needs analysis at organizational level focuses on strategic planning,

business need, and goals. It starts with the assessment of internal environment of the

organization such as, procedures, structures, policies, strengths, and weaknesses and external

environment such as opportunities and threats.

After doing the SWOT analysis, weaknesses can be dealt with the training interventions,

while strengths can further be strengthened with continued training. Threats can be reduced

by identifying the areas where training is required. And, opportunities can be exploited by

balancing it against costs.

For this approach to be successful, the HRD department of Telenor gets involved in strategic

planning. In this planning, HR develops strategies to be sure that the employees in the

organization have the required Knowledge, Skills, and Attributes (KSAs) based on the future

KSAs requirements at each level.

Individual Level

HRD department of Telenor focuses on each and every individual in the organization. At this

level, the HRD department checks whether an employee is performing at desired level or the

performance is below expectation. If the difference between the expected performance and

actual performance comes out to be positive, then certainly there is a need of training.

However, individual competence can also be linked to individual need. The methods which

are most commonly used by the HRD department of Telenor to analyze the individual need

are:

Appraisal and performance review

Competency assessments

Customer feedback

Self-assessment or self-appraisal

Operational Level

Operational level focuses on the work that is being assigned to the employees. The job analyst

at Telenor gathers the information on whether the job is clearly understood by an employee or

not. Training officers gathers this information through technical interview, observation,

psychological test; questionnaires asking the closed ended as well as open ended questions,

etc. Today, jobs are dynamic and keep changing over the time. Employees need to prepare for

these changes. The job analyst also gathers information on the tasks needs to be done plus the

tasks that will be required in the future.


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WHO CONDUCTS NEEDS ANALYSIS & WHY?

In Telenor, an in-house trainer or a consultant performs a needs analysis to collect and

document information concerning any of the following three issues:

1. Performance problems

2. Anticipated introduction of new system, task or technology

3. A desire by the organization to benefit from a perceived opportunity

In all three situations, the starting point is a desire to effect a change. Given this, one

must know how the people who will experience change perceive it. With out the

proper TNA, Trainer may be unable to transfer their newly acquired skills to their

jobs because of the organizational constraints.

Process of conducting a training needs analysis is a systematic one based on specific

information-gathering techniques. Training need analysis process proceeds in stages,

with the findings of one stage affecting and helping to shape the next one. There is no

easy or short-cut formula for carrying out this process. Each particular situation

requires its own mix of observing, probing, analyzing and deducting. In Telenor

Pakistan, a needs analysis is not a one-time event. Telenor administer needs analysis

at regular intervals, usually biannually or every year or two.

WHO IS THE TRAINEE?

Training needs will differ with the backgrounds of the employees to be trained, and

their present status in the organization. Basically, a candidate for training may come

from any one of three groups:

1. New hires

2. Veteran employees

3. Trainees currently in the training pipeline (currently in the training program)

Consideration of the varying needs of these groups provides a frame of reference for

discussing and suggesting the methods of identifying training needs:

TECHNIQUES FOR DETERMINING SPECIFIC TRAINING NEEDS

There are a number of methods which Telenor Pakistan is using to gather data about

employees’ performance. Each works well in given circumstances; therefore, Telenor

adopted the most suitable method for determine specific needs. Management of

Telenor believes that none of these methods can stand alone; they always use at least

two, if for no other reason to validate their findings. These Methods are

1. Observation

2. Interviews

3. Questionnaires

4. Job description

5. Performance Appraisal

6. Analysis of Organizational Policies


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2-DESIGN PHASE

As the information provided by the Telenor was insufficient so, we have just draw a

model of our own. The design of the training program can be undertaken only when a

clear training objective has been produced. The training objective clears what goal has

to be achieved by the end of training program i.e. what the trainees are expected to be

able to do at the end of their training. Training objectives assist trainers to design the

training program.

TRAINING DESIGN MODEL

In context with the Appendix-c, we have developed a training design model which can be

an effective one for the Telenor to train its employees. The necessary components of

Training design are

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. Therefore, when the climate is favorable

nothing goes wrong but when the climate is unfavorable, almost everything goes

wrong.

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.


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Training Topics

After formulating a strategy, trainer decides upon the content to be delivered. Trainers break

the content into headings, topics, ad modules. These topics and modules are then classified

into information, knowledge, skills, and attitudes.

Sequence the 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

Once the objectives and the strategy of the training program becomes clear, trainer

comes in the position to select most appropriate tactics or methods or techniques. The

method selection depends on the following factors:

Trainees’ background

Time allocated

Style preference of trainer

Level of competence of trainer

Availability of facilities and resources, etc

Support Facilities

It can be segregated into printed and audio visual. The various requirements in a

training program are white boards, flip charts, markers, etc.

Constraints

The various constraints that lay in the trainers mind are:

Time

Accommodation, facilities and their availability

Furnishings and equipments

Budget

Design of the training, etc


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3-TRAINING IMPLEMENTATION

To put training program into effect according to definite plan or procedure is called

training implementation. Training implementation is the hardest part of the system

because one wrong step can lead to the failure of whole training program. Even the

best training program will fail due to one wrong action.

Training implementation can be segregated into:

Practical administrative arrangements

Carrying out of the training

Implementing Training

Once the staff, course, content, equipments, topics are ready, the training is

implemented. Completing training design does not mean that the work is done

because implementation phase requires continual adjusting, redesigning, and refining.

Preparation is the most important factor to taste the success. Therefore, following are

the factors that are kept in mind while implementing training program:

The trainer

The trainer needs to be prepared mentally before the delivery of content. Trainer

prepares materials and activities well in advance. The trainer also set grounds before

meeting with participants by making sure that he is comfortable with course content

and is flexible in his approach.

Physical set-up

Good physical set up is pre-requisite for effective and successful training program

because it makes the first impression on participants. Classrooms should not be very

small or big but as nearly square as possible. This will bring people together both

physically and psychologically. Also, right amount of space should be allocated to

every participant.

Establishing rapport with participants

There are various ways by which a trainer can establish good rapport with trainees by:

Greeting participants – simple way to ease those initial tense moments

Encouraging informal conversation

Remembering their first name

Pairing up the learners and have them familiarized with one another

Listening carefully to trainees’ comments and opinions

Getting to class before the arrival of learners

Starting the class promptly at the scheduled time


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Using familiar examples

Varying his instructional techniques

Using the alternate approach if one seems to bog down

Reviewing the agenda

At the beginning of the training program it is very important to review the program

objective. The trainer must tell the participants the goal of the program, what is

expected out of trainers to do at the end of the program, and how the program will

run. The following information needs to be included:

Kinds of training activities

Schedule

Setting group norms

Housekeeping arrangements

Flow of the program

Handling problematic situations


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4-EVALUATION PHASE

The process of examining a training program is called training evaluation. Training

evaluation checks whether training has had the desired effect. 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: It helps in giving feedback to the candidates by defining the objectives and

linking it to learning outcomes.

Research: It helps in ascertaining the relationship between acquired knowledge,

transfer of knowledge at the work place, and training.

Intervention: It helps in introducing some interventions in the organization, through

evaluation we come to know where the gap exists, so we can cover the gap by

interventions.

Power: It also helps to reduce the power distance between the employees.

Control: control is shared between the employees by reducing the power distances.


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PROCESS OF TRAINING EVALUATION Before Training

In Telenor the learner’s skills and knowledge are assessed before the training

program. Generally in organizations, during the start of training, candidates generally

perceive it as a waste of resources because at most of the times candidates are

unaware of the objectives and learning outcomes of the program. Once aware, they

are asked to give their opinions on the methods used and whether those methods

confirm to the candidates preferences and learning style.

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. This phase is designed to determine whether training has

had the desired effect at individual department and organizational levels. There are

various evaluation techniques for this phase.


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TECHNIQUES OF EVALUATION

The various methods of training evaluation are being used by the Telenor which is

different for in house Training and outsource training.

In House Training

In house Training, the different methods being used for the purpose of evaluation are

Observation

Questionnaire

Interview

Quizzes

Outsource Training

If he training is being provided by some outsource firm then the evaluation is being done by

Execution on the job after Training

During Execution at the job

So, in this way, in different ways evaluation is being done differently for in house and

outsources training.

RESPONSIBILITY FOR THE EVALUATION OF TRAINING

Depending on the type of training, and the management level for which the training is

being prepared and delivered, a number of stake holders are involved in training and

its results which evaluate the training, these evaluators are

Senior Management

The Trainer

Line Management

The Training Manager

The Trainee

Each has their own responsibilities, which are detailed next.

Senior management - training evaluation responsibilities

Awareness of the need and value of training to the organization.

The necessity of involving the Training Manager (or equivalent) in senior

management meetings where decisions are made about future changes when training

will be essential.

Knowledge of and support of training plans.

Active participation in events.

Requirement for evaluation to be performed and require regular summary report.


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The trainer - training evaluation responsibilities

Identification at the start of the program of the knowledge and skills level of the

trainees/learners.

Provision of training and learning resources to enable the learners to learn within the

objectives of the program and the learners' own objectives.

Monitoring the learning as the program progresses.

At the end of the program, assessment of and receipt of reports from the learners of

the learning levels achieved.

Ensuring the production by the learners of an action plan to reinforce, practice and

implement learning.

The line manager - training evaluation responsibilities

Work-needs and people identification.

Involvement in training programme and evaluation development.

Support of pre-event preparation and holding briefing meetings with the learner.

Giving ongoing, and practical, support to the training programme.

Reviewing the progress of learning implementation.

Final review of implementation success and assessment.

The training manager - training evaluation responsibilities

Management of the training department and agreeing the training needs and the

program application

Maintenance of interest and support in the planning and implementation of the

program, including a practical involvement where required

The introduction and maintenance of evaluation systems, and production of regular

reports for senior management

Frequent, relevant contact with senior management

Liaison with the learners' line managers and arrangement of learning implementation

responsibility learning programmes for the managers

The trainee or learner - training evaluation responsibilities

Involvement in the planning and design of the training program where possible

Involvement in the planning and design of the evaluation process where possible

Obviously, to take interest and an active part in the training program or activity.

Take interest and support the evaluation processes.


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CONCLUSION

Telenor is doing great job in order to develop the 'soft' skills of their staff. Training is

being delivered to the employees which is not only beneficent for the company but for

employees as well. Telenor has evolved a way of working with their Trainers which

produces truly effective training programs that take into account different and

changing needs all the way from the briefing process right through to the delivery of

the training itself, and beyond. There are three stages that go into the creation and

delivery of effective training: it has to be specific to the objective, the group of people

to whom the training is available and most importantly the group to whom the training

is delivered.

In Pakistan, Telenor has cultivated a good image not only in its employees but

towards the customers as well. On the whole the policies of the companies are

employees friendly, that why people love to work here, beside this life at Telenor is

very dynamic that’s why people love to work there, one of the important character of

Telenor is to provide its employees the complete growth opportunities which motivate

and encourage the employees to be the part of this prestigious organization.

As far as our study is concerned we found its training system much effective, but as

the room for improvement is always there so, we have recommended some of the

important recommendations which will definitely helpful for the Telenor training

system.


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RECOMMENDATIONS

We have described the Telenor’s training program with best of our knowledge, but

due to lack of availability of information we found certain problems in Telenor which

may not be in actual so we are recommended here generally about the effective

training program which should be adopted.

The trainer makes a difference.

The Trainer must be well trained and having required skills and knowledge

which he suppose to deliver to the Trainees.

Present training as part of a consistent message from the organization.

Training must be a continuous process, and results of the training must be

evaluate, so that the employees remain serious with the training.

Ask each individual’s manager, and the manager’s manager, to attend the

training session with their staff.

When three management levels of an organization attend training together,

participants may be more willing to try out the ideas learned in training. This

is especially effective if participants see their manager trying out new skills as

well.

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

People learn more in training sessions that provide chunks, small amounts of

content, based on a couple of well-defined objectives. Participants attend these

sessions, perhaps a couple of hours per week, until the subject is learned.

This allows the participants to practice the concepts in between the training

sessions. Both the content of the training and the application of the concepts

are reinforced at each subsequent session. This also allows people to discuss

their successes and difficulties in applying the training in their actual work

session. The instructor can help participants practice the training content by

giving assignments that are debriefed at the next meeting.

Train people in skills and information that are immediately applicable on

the job.

“Use it or lose it,” is a common refrain about training. This is a true

statement. Even with strategic skills such as listening, providing performance

feedback, and team building, set up situations in which practice is immediate

and frequent, to help participants retain the training.

During the training session, practice active learning principles; honor a

variety of learning styles.


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Recognize that a range of activities and information applications will appeal to

participants’ varied learning styles. Use real life examples, analogies, case

studies, small group discussion, presentation, and experiential exercises.

Provide visual support materials such as films and transparencies for people

who learn visually. Activities will appeal to your hands-on crowd. Ask

participants to provide examples of the concept you are training from their

experience.

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

Asking people if they “read the article” or “thought about” the concept is not

enough. Be preparing the trainee’s before going for the training.

Increase trainee investment in the session by engaging them in tasks

requiring action.

Provide easy ways for participants to take notes; periodically ask participants

to jot down application ideas. Ask them to share these ideas in a small group.

Ask people to underline the most important concept on a page; circle the ideas

that most apply to their circumstances.

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

Include participant input into the materials, making participants more likely to

use the documents.

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

participants believe they will encounter when they apply the training.

Too often, training professionals don't prepare participants for the real world

in which they will attempt to use what they learned in class. Trainers should

work on performance barriers in the domain they can control, their

classrooms.

They can share data from the needs assessment on unearthing barriers and

offer ways to overcome them. Trainers can also discuss with participants their

managers' or co-workers' possible objections. The participants can practice

their responses. In other words, trainers can inoculate participants against the

thoughts, words, and deeds of resistance. They can share suggestions from

participants who were able to transfer what they learned in training and who

came up with successful approaches to get more computer resources,

supervisory support, and so forth."


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APPENDICES Appendix-A

TELENOR PAKISTAN

TRAINING EVALUATION FORM

SECTION A:

Introduction:

1. Trainee’s Name:

2. Trainee’s Designation:

3. Training Institution:

4. Training Department:

5. Course Title:

6. Date & Duration:

7. Venue:

8. Medium of instruction (language):

9. Nature of the training: Skills [ ] , Knowledge [ ], Refresher [ ]

Training Objectives and Course Contents:

a. Please check to what extent you agree or disagree with the following statements as they relate to this training program:

Strongly

agreed Agree Disagree Strongly

disagree

Objectives of this program adequately

met.

Subject matter was appropriate for your

background & experience.

Training will greatly assist you in your

profession / area of work.

Program duration was adequate to cover

all material.

Training institution’s staff was helpful &

supportive.

Trainer has good presentation skill/style,

knowledge and grip over the subject.


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b. How would you plan or in what way will you apply the benefits from the course when you return to your work place: (in detail)

Overall Rating:

Poor Average Satisfactory Very Good Excellent

General Comments, ( if any):

Note: After completion please return to HR / HOD to be filed with your Individual’s

Training Records.

(Thank you for your time).

SECTION B:

(To be filled in by the HOD one month after the training.)

Training Effectiveness:

How has the individual’s performance changed after this training?


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Appendix-B (THE TRAINING EFFECTIVENESS QUESTIONNAIRE)

This questionnaire is intended to access the effectiveness of Training System of your organization.

S.

NO. QUESTION

NOT

AT

ALL

TRUE

A

LTTLE

TRUE

SOME

WHAT

TRUE

TRUE

TO A

GREAT

EXTENT

VERY

TRUE

1. Induction training is given adequate importance in your

organization.

2. Induction training is well-planned.

3. Induction training is of sufficient duration.

4. Induction training provides an excellent opportunity for

newcomers to learn comprehensively about the

organization.

5. The norms and values of the company are clearly

explained to the new employees during induction.

6. Senior management takes interest and spends time

with the new staff during induction training.

7. The new recruits find induction training very useful in

your organization.

8. The induction training is periodically evaluated and

improved.

9. The employees are helped to acquire technical

knowledge and skills through training.

10. There is adequate emphasis on developing

managerial capabilities of the managerial staff through

training.

11. Human relations competencies are adequately

developed in your organization through training in

human skills.


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12. Training of workers is given adequate importance in

your organization.

13. Employees are sponsored for training programs on the

basis of carefully identified developmental needs.

14. Those who are sponsored for the training programs

take the training seriously.

15. Employees in the organization participate in

determining the training they need.

16. Employees sponsored for training go with a clear

understanding of the skills and knowledge they are

expected to acquire from the training.

17. The HR department conducts briefing and debriefing

sessions for employees sponsored for training.

18. In-company programs are handled by competent

faculty.

19. The quality of in-company programs in your

organization is excellent.

20. Senior line managers are eager to help their juniors

develop through training.

21 Employees returning from training are given adequate

free time to reflect and plan improvements in the

organization.

22 Line managers provide the right kind of climate to

implement new ideas and methods acquired by their

juniors during training.

Thank you for your Time


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Appendix-c (Adopted Training Design)

As the information for the training design was not available, so we have

proposed our own training design with its basis we get from the Garry Dessler

Training design.


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REFERENCES http://telenor.com.pk/careers/careerManagement.php retrieved on May 20, 2009

http://gantheed.com/design_doc.doc retrieved on May 17, 2009

http://en.wikipedia.org/w/index.php?title=Telenor_(Pakistan)&redirect=no retrieved

on May 15, 2009

http://www.telenor.com.pk/pressCenter/press.php retrieved on May 12, 2009

http://telenor.com.pk/careers/careerManagement.php

http://gantheed.com/design_doc.doc

http://en.wikipedia.org/w/index.php?title=Telenor_(Pakistan)&redirect=no

http://www.telenor.com.pk/pressCenter/press.php

Telenor Pakistan, Training and Development

Documents