telenor’s training system
DESCRIPTION
The research report was prepared on Norway based telecom company having operations in Pakistan. Report is based on secondary data.TRANSCRIPT
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