tel scribd.2

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Muhammad Mahmood Aslam COMSATS Institute of Information Technology, Lahore

http://pakistanihr.blogspot.com

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 ........................................................................................................................1

2 3-Training

Implementation ...........................................................................................................

........14 4-Evaluation

Phase............................................................................................................................

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

Evaluation ....................................................................................................16

Process of Training

Evaluation .......................................................................................................17

Techniques of

Evaluation ..................................................................................................................1


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8 Responsibility for the evaluation of

training .............................................................................18

Conclusion ...................................................................................................................

......................................20

Recommendations........................................................................................................

..................................21Appendices ..................................................................................................................

......................................23

References ...................................................................................................................

......................................28

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

is strictly prohibited.


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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 worlds 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 leadingtelecom 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 andservice centers, more than 200 franchisees and some 100,000 retail outlets.


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VISION AND VALUES

Telenor vision is simple: Telenor exists to help customers get the full benefit ofcommunications 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.


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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 tocome. 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


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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 were here to help

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

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. Aglobal 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 voicetoday. 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.

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


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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 supervisors 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

Increasing workforce diversity

Competing in a global economy

Eliminating the skills gap

The need for lifelong learning

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 jobis

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

ORGANIZATIONAL CULTURE AND ITS SUPPORTIVENESS FOR TRAINING


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

satisfied with the Telenors 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 Telenors 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)

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.

Training Need Assessment Phase

Training Design Phase

Implementation phase

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 effectiveperformance 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,


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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 theorganization. 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


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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,


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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

Observation

Interviews

Questionnaires

Job description

Performance Appraisal

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:


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Time Accommodation,

facilities and their availability

Furnishings and equipments

Budget

Design of the training, etc



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 systembecause 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.


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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

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 isexpected 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 learners 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 shorttests at regular intervals.

After Training

It is the phase when learners 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


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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


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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.



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 thats 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 thisprestigious 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.



RECOMMENDATIONS

We have described the Telenors 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.


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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 individuals manager, and the managers 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 avariety of learning styles.

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.


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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 trainees 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

T ELENOR P AKISTAN

TRAINING EVALUATION FORM

SECTION A: Introduction: 1. Trainees Name: 2. Trainees 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 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 institutions staff was helpful & supportive. Trainer has good presentationskill/style, knowledge and grip over the subject. Agree

Disagree

Strongly disagree

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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 IndividualsTraining 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 individuals performance changed after this

training?

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http://pakistanihr.blogspot.com Appendix-B (THE TRAINING EFFECTIVENESS

QUESTIONNAIRE)

This questionnaire is intended to access the effectiveness of Training System of

your organization.

S. NO.

NOT A SOME TRUE VERY AT LTTLE WHAT TO A TRUE ALL TRUE TRUE GREAT TRUE

EXTENT

QUESTION

Induction training is given adequate importance in your organization. Induction

training is well-planned. Induction training is of sufficient duration. Induction

training provides an excellent opportunity for newcomers to learn comprehensively

about the organization. The norms and values of the company are clearly explained

to the new employees during induction. Senior management takes interest and

spends time with the new staff during induction training. The new recruits find

induction training very useful in your organization. The induction training is

periodically evaluated and improved. The employees are helped to acquire

technical knowledge and skills through training. There is adequate emphasis on

developing managerial capabilities of the managerial staff through training. Human

relations competencies are adequately developed in your organization throughtraining in human skills.

1.

2. 3.

4.

5.


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6.

7.

8.

9.

10.

11.

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12.

Training of workers is given adequate importance in your organization. Employees

are sponsored for training programs on the basis of carefully identified

developmental needs. Those who are sponsored for the training programs take the

training seriously. Employees in the organization participate in determining the

training they need. Employees sponsored for training go with a clear understanding

of the skills and knowledge they are expected to acquire from the training. The HR

department conducts briefing and debriefing sessions for employees sponsored for

training. In-company programs are handled by competent faculty. The quality of in-

company programs in your organization is excellent. Senior line managers are

eager to help their juniors develop through training. Employees returning from

training are given adequate free time to reflect and plan improvements in the

organization. Line managers provide the right kind of climate to implement new

ideas and methods acquired by their juniors during training.

13.

14.

15.

16.

17.

18.


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19.

20.

21

22

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 on May

15, 2009 http://www.telenor.com.pk/pressCenter/press.php retrieved on May 12,

2009 retrieved

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tel scribd.2

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