Telenor’s Training System


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The research report was prepared on Norway based telecom company having operations in Pakistan. Report is based on secondary data.

Telenor’s Training System

  1. 1. Training System of Telenor Pakistan<br />Presented By<br />Muhammad Mahmood Aslam<br />
  2. 2. Brief overview of Telenor<br />HRD Department and its functions <br />Challenges faced by HRD department<br />Framework for HRD Department<br />Conclusion<br />Recommendation<br />Today I will discuss… <br />
  3. 3. Worlds 7th largest Telecom Company<br />Total Subscriber of 19.98 million-y 2009<br />Telenor Investment in Pakistan is 2 billion USD<br />Telenor is creating 2500 direct while 25000 indirect employment opportunities<br />Introduction<br />
  4. 4. To increased profitable growth-2011<br />To strengthen performance culture<br />To develop a competitive advantage<br />To provide a superior customer experience<br />To ensure best practice benchmarking across the Group<br />To drive change and constant renewal<br />Corporate level Strategies<br />
  5. 5. Central I <br />Central II<br />North <br />South<br />Human Resource Development Departments<br />
  6. 6. Training development<br />Organizational development<br />Career development<br />The “new learning and performance wheel”<br />Strategic management and HRD<br />Human Resource Development Functions<br />
  7. 7. Increasing workforce diversity<br />Competing in a global economy<br />Eliminating the skill gaps<br />The need for life long learning<br />Facilitating the life long learning<br />Challenges <br />
  8. 8. In house training <br />Outsource training<br />Types of Training<br />
  9. 9. System related training<br />Product related training<br />Technical training<br />Front end desk training<br />Operational wise training<br />In house Training<br />
  10. 10. Moral building<br />Attitude building<br />Executive training<br />Outsource Training<br />
  11. 11. Employees are really satisfied with the norms and values of the Telenor’s internal structure.<br />The 90% of the employees of the Telenor take the training most effective.<br />Telenor’s culture and Training<br />
  12. 12. Flat structure of communication <br />Hierarchy of the organization is well managed <br />Vertical as well as horizontal communication <br />Training as a necessary component <br />Necessary Components of Culture<br />
  13. 13. HRD department follow a framework which consists of four major steps:<br />Training need assessment phase <br />Training design phase <br />Implementation phase <br />Evaluation phase<br />Frame Wok for HRD Department<br />
  14. 14. Organization level<br />Individual level<br />Operational level<br />Level of Training Need<br />
  15. 15. Levels of Training Need<br />
  16. 16. <ul><li>Who Conducts Needs Analysis & Why?
  17. 17. Who is the Trainee?</li></ul>Necessary Questions for TNA<br />
  18. 18. Techniques for Determining Specific Training Needs<br />Observation<br />Interviews<br />Questionnaires<br />Performance Appraisal<br />Job description<br />TNA at Telenor<br />
  19. 19. TRAINING DESIGN MODEL<br /><ul><li>The Trainer
  20. 20. The Trainees
  21. 21. Training Climate
  22. 22. Trainees’ Learning Style
  23. 23. Training Topics
  24. 24. Training Strategies
  25. 25. Support Facilities
  26. 26. Constraints </li></li></ul><li>The Trainer<br />Before starting a training program, a trainer analyzes his technical, interpersonal, judgmental skills in order to deliver quality content to trainers. <br />The Trainees<br /> 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.<br /> Training Climate<br />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. <br />Training Climate There should be a good training climate, <br />
  27. 27. Trainees’ Learning Style<br /> 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.<br />Training Strategies<br /> 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.<br />Training Topics<br /> After formulating a strategy, trainer decides upon the content to be delivered. Trainers break the content into headings, topics, ad modules.<br />
  28. 28. Training Topics Contents<br />Contents are then sequenced in a following manner: <br />From simple to complex <br />Topics are arranged in terms of their relative importance <br />From known to unknown <br />From specific to general <br />Dependent relationship <br />
  29. 29. Training Tactics<br />Trainees’ background <br />Time allocated <br />Style preference of trainer <br />Level of competence of trainer <br />Availability of facilities and resources.<br />
  30. 30. Support Facilities<br />These are of two Types<br />Printed <br />Audio visual<br />The various requirements in a training program are <br />white boards<br />flip charts<br />markers.etc<br />
  31. 31. Constraints<br />Time <br />Accommodation, facilities and their availability <br />Furnishings and equipments <br />Budget <br />
  32. 32. EVALUATION PHASE<br /> Training evaluation ensures that whether candidates are able to implement their learning in their respective workplaces, or to the regular work routines. <br />
  33. 33. PURPOSES OF TRAINING EVALUATION<br />The five main purposes of training evaluation are<br />Feedback<br />Research<br />Intervention<br />Power<br />Control<br />
  34. 34. PROCESS OF TRAINING EVALUATION<br />Before Training<br /> the learner’s skills and knowledge are assessed before the training program<br />During Training <br />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. <br />
  35. 35. TECHNIQUES OF EVALUATION<br />In house Training<br />Observation <br />Questionnaire <br />Interview <br />Quizzes <br />Outsource Training<br />Execution on the job after Training <br />During Execution at the job <br />
  36. 36. RESPONSIBILITY FOR THE EVALUATION OF TRAINING<br />Senior Management <br />The Trainer <br />Line Management <br />The Training Manager <br />The Trainee <br />
  37. 37. Proper Training Programs.<br />Discussion with Trainer about Training.<br />Growth Opportunities.<br />Motivate Employees.<br />Friendly Environment.<br />Conclusion<br />
  38. 38. <ul><li> Trainer Must be well Trained .
  39. 39. Training must be a continuous process, and results of the Training must be Evaluate.
  40. 40. Provide training in “chunks” that are scheduled over a period of time.
  41. 41. Every individual, supervisor, attend Training Session.</li></ul>Recommendations<br />
  42. 42. <ul><li>practice active learning principles; honor a variety of learning styles.
  43. 43. Make use of session pre-work during the actual training session.
  44. 44. Increase trainee investment in the session by engaging them in tasks requiring action.
  45. 45. Provide reference materials and job aids for review after the session.
  46. 46. During the session, discuss how to address real life scenarios, and barriers.</li></ul>Recommendations (cont.)<br />
  47. 47. Questions<br />