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 Fu nctions ........................................................................ ................ 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 T rainee? ........................................................................ .....................................................11 Techniques for Determini ng Specific Training Needs ..................................................... ......11 2-Design Phase ........................................................ ................................................................................ ....12 Training Design Model ................................................... .....................................................................12 3-Traini ng Implementation .............................................................. .....................................................14 4-Evaluation Phase...... ................................................................................ ..............................................16 Purposes of Training Evaluation ............................................................................... .....................16 Process of Training Evaluation ......................... ..............................................................................17 Techniques of Evaluation ...................................................... ............................................................18 Responsibility fo r the evaluation of training ................................................... ..........................18 Conclusion ........................................ ................................................................................ .................................20 Recommendations............................. ................................................................................ .............................21 Appendices ..................................... ................................................................................ ...................................23 References ............................... ................................................................................ ..........................................28 This document is for reference purpose only, copying/reproducing of this documen t is strictly prohibited. Muhammad Mahmood Aslam COMSATS Institute of Information Technology, Lahore http: //pakistanihr.blogspot.com INTRODUCTION Telenor Pakistan is a Pakistani GSM cellular service provider, and is a subsidia ry of Telenor, Norway. It has a subscriber base of 19.98 million as of March 200 9.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 internationa l provider of high quality telecommunications, data and media communication serv ices. It ranks as worlds 7th largest mobile operator with a total of 164 million subscribers in its mobile operations. Telenor Pakistan launched its operations i n March 2005 as the single largest direct European investment in Pakistan, setti ng 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 grow ing 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 alrea dy 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 direc t 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. 2 Muhammad Mahmood Aslam COMSATS Institute of Information Technology, Lahore http: //pakistanihr.blogspot.com VISION AND VALUES Telenor vision is simple: Telenor exists to help customers get the full benefit o f communications services in their daily lives. Were 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 T elenor. They provide a fundamental guide for taking care of our customers. Toget her they set the standard for how Telenor work in order to create sustainable va lue 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 co mpany, we will respect our customers and their local cultures. For getting the information regarding the HRD functioning in Telenor, we have vi sited 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. 3 Muhammad Mahmood Aslam COMSATS Institute of Information Technology, Lahore http: //pakistanihr.blogspot.com 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, wi

th a strong broadband position in all markets, successfully developing new servi ces and adopting new and responsible business models. The Telenor Group has defi ned 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 in crease our core mobile and fixed voice revenues and explore broadband opportunit ies in our emerging markets. The Telenor Group is also investing in adjacent mar kets, such as basic financial services and machine-to-machine (M2M) communicatio n worldwide. 2. To strengthen our performance culture across the Group In all our operating companies, we will continue the successful practice of comb ining a local approach with global expertise. This means that the local manageme nt 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 valu es, our people policy and the way we work across borders. In terms of Health, Sa fety and Environment (HSE), our objective is to improve working conditions and e nvironmental 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 chan ge are motivated both by our commitment to corporate responsibility and by an en lightened view of associated business benefits and opportunities: what is good f or the environment is also good for business. Telenor now has clearly defined ta rgets on CO2 emissions from its operations - not just to help save our planet, b ut 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 Sustainabilit y Indexes (DJSI) in 2007 and 2008. 4. To provide a superior customer experience Faced with an increasingly competitive environment, Telenor needs to differentia te 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) , 4 Muhammad Mahmood Aslam COMSATS Institute of Information Technology, Lahore http: //pakistanihr.blogspot.com 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 i s 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 c ost per minute than the expected decline in average price per minute. The Teleno r Group aims to achieve considerable continued growth in operating cash flow fro m 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. T o get the most out of our efforts, we have prioritized five group-wide innovatio n areas: Broadband outside the Nordic countries. Our long-term ambition is to ac

hieve the same position in broadband (mobile and fixed) as we have in mobile voi ce today. Connected objects / M2M. The Internet of things. The Telenor Group is wo rking to establish itself as a global player within this rapidly growing and pot entially huge market. Financial services. The Telenor Group aims to establish it self as a significant player in parts of the financial services industry in sele ct 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 th e climate solution by de-carbonising business processes and reducing physical tr avel and transport. 5 Muhammad Mahmood Aslam COMSATS Institute of Information Technology, Lahore http: //pakistanihr.blogspot.com HUMAN RESOURCE DEVELOPMENT DEPARTMENT Human Resource Department engage to perform a set of systematic and planned acti vities designed by an organization to provide its members with the opportunities to learn necessary skills to meet current and future job demands. HRD departmen t in Telenor plays very active role. The head office of HRD department is situat ed in Islamabad however it has its four zonal offices, these are Central I Centr al 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 employee s as by perceiving the future needs and demands of the company as well as the re quirement of the competitive environment. The major functions which they have to perform are Training and development (T&D) Organization development Career deve lopment The new learning and performance wheel Strategic management and HRD The su pervisors 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 challen ges in order to make its human resource as its competitive advantages, the major challenges which are being faced by the Human Resource Development department i n Telenor are 1. 2. 3. 4. 5. Increasing workforce diversity Competing in a globa l economy Eliminating the skills gap The need for lifelong learning Facilitating organizational learning 6 Muhammad Mahmood Aslam COMSATS Institute of Information Technology, Lahore http: //pakistanihr.blogspot.com 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 th e 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 ma in sources of Training. In house Training Outsource Training In House Training In house training the company offers the training in its diffe rent zones by means of seminars, conferences and workshops. In house training wh

ich are given on the job is System related training Product related training Tec hnical 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 7 Muhammad Mahmood Aslam COMSATS Institute of Information Technology, Lahore http: //pakistanihr.blogspot.com ORGANIZATIONAL CULTURE AND ITS SUPPORTIVENESS FOR TRAINING As far as Telenor internal culture is considered the employees are really very s atisfied 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 Te lenor took the Training most effective. The major aspects of Telenors culture whi ch supports the its objectives are It owned a flat structure so the communicatio n among employees is very good. Hierarchy of the organization is well managed an d there exist no fear between subordinate and boss which give rise to the confid ence in employees. There is a vertical communication as well as horizontal commu nication exist among the employees of Telenor which supports its objectives of b eing EEO organization. Training is the necessary components for all the employee s from CSR (customer services representative) to CEO (chief Executive officer) 8 Muhammad Mahmood Aslam COMSATS Institute of Information Technology, Lahore http: //pakistanihr.blogspot.com A FRAMEWORK FOR THE HRD PROCESS HRD department follow a frame work which consists of four major steps, HRD depar tment is primarily responsible for Learning and development of employees. The wh ole activities of HRD department in Telenor revolve around these steps. 1. 2. 3. 4. Training Need Assessment Phase Training Design Phase Implementation phase Evalua tion 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 requiremen t 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 perfo rmance 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 specifica lly defines the gap between the current and the desired individual and organizat ional 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 requir

es alternate action. Training Need arises at three levels: Trianing Need Organizational Level Individual Level Operational Level 9 Muhammad Mahmood Aslam COMSATS Institute of Information Technology, Lahore http: //pakistanihr.blogspot.com Corporate need and training need are interdependent because the organization per formance ultimately depends on the performance of its individual employee and it s sub group. Organizational Level In Telenor, Training needs analysis at organizational level focuses on strategic planning, business need, and goals. It starts with the ass essment of internal environment of the organization such as, procedures, structu res, policies, strengths, and weaknesses and external environment such as opport unities and threats. After doing the SWOT analysis, weaknesses can be dealt with the training interventions, while strengths can further be strengthened with co ntinued 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 Attr ibutes (KSAs) based on the future KSAs requirements at each level. Individual Le vel HRD department of Telenor focuses on each and every individual in the organi zation. At this level, the HRD department checks whether an employee is performi ng at desired level or the performance is below expectation. If the difference b etween 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 t he HRD department of Telenor to analyze the individual need are: Appraisal and p erformance review Competency assessments Customer feedback Self-assessment or se lf-appraisal Operational Level Operational level focuses on the work that is bei ng 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 office rs gathers this information through technical interview, observation, psychologi cal 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 t o prepare for these changes. The job analyst also gathers information on the tas ks needs to be done plus the tasks that will be required in the future. 10 Muhammad Mahmood Aslam COMSATS Institute of Information Technology, Lahore http: //pakistanihr.blogspot.com WHO CONDUCTS NEEDS ANALYSIS & WHY? In Telenor, an in-house trainer or a consultant performs a needs analysis to col lect and document information concerning any of the following three issues: 1. P erformance problems 2. Anticipated introduction of new system, task or technolog y 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 t raining needs analysis is a systematic one based on specific information-gatheri ng techniques. Training need analysis process proceeds in stages, with the findi ngs of one stage affecting and helping to shape the next one. There is no easy o r short-cut formula for carrying out this process. Each particular situation req uires its own mix of observing, probing, analyzing and deducting. In Telenor Pak istan, a needs analysis is not a one-time event. Telenor administer needs analys is 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 trainin g may come from any one of three groups: 1. New hires 2. Veteran employees 3. Tr ainees currently in the training pipeline (currently in the training program) Co nsideration of the varying needs of these groups provides a frame of reference f or 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 abo ut employees performance. Each works well in given circumstances; therefore, Tele nor 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. 2. 3. 4. 5. 6. Observation Interviews Questionnaires Job description Perform ance Appraisal Analysis of Organizational Policies 11 Muhammad Mahmood Aslam COMSATS Institute of Information Technology, Lahore http: //pakistanihr.blogspot.com 2-DESIGN PHASE As the information provided by the Telenor was insufficient so, we have just dra w 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 train ees are expected to be able to do at the end of their training. Training objecti ves 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 co mponents 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 traine rs. The Trainees In training design there should be a close scrutiny of the trai nees 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 a mbience, tone, feelings, and positive perception for training program, etc is on e of the necessary conditions of training design. Therefore, when the climate is favorable nothing goes wrong but when the climate is unfavorable, almost everyt hing goes wrong. Trainees Learning Style The learning style, age, experience, edu cational background of trainees must be kept in mind in order to get the right p itch to the design of the program. Training Strategies Once the training objecti ve has been identified, the trainer translates it into specific training areas a

nd modules. The trainer prepares the priority list of about what must be include d, what could be included. 12 Muhammad Mahmood Aslam COMSATS Institute of Information Technology, Lahore http: //pakistanihr.blogspot.com 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 m odules are then classified into information, knowledge, skills, and attitudes. S equence the contents Contents are then sequenced in a following manner: From sim ple to complex Topics are arranged in terms of their relative importance From kn own to unknown From specific to general Dependent relationship Training Tactics Once the objectives and the strategy of the training comes clear, trainer comes in the position to select most appropriate methods or techniques. The method selection depends on the following Trainees background Time allocated Style preference of trainer Level e of trainer Availability of facilities and resources, etc program be tactics or factors: of competenc

Support Facilities It can be segregated into printed and audio visual. The vario us requirements in a training program are white boards, flip charts, markers, et c. Constraints The various constraints that lay in the trainers mind are: Time A ccommodation, facilities and their availability Furnishings and equipments Budge t Design of the training, etc 13 Muhammad Mahmood Aslam COMSATS Institute of Information Technology, Lahore http: //pakistanihr.blogspot.com 3-TRAINING IMPLEMENTATION To put training program into effect according to definite plan or procedure is c alled training implementation. Training implementation is the hardest part of th e system because one wrong step can lead to the failure of whole training progra m. Even the best training program will fail due to one wrong action. Training im plementation can be segregated into: Practical administrative arrangements Carry ing out of the training Implementing Training Once the staff, course, content, e quipments, topics are ready, the training is implemented. Completing training de sign does not mean that the work is done because implementation phase requires c ontinual 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 b e prepared mentally before the delivery of content. Trainer prepares materials a nd 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 fl exible in his approach. Physical set-up Good physical set up is pre-requisite fo r effective and successful training program because it makes the first impressio n on participants. Classrooms should not be very small or big but as nearly squa re as possible. This will bring people together both physically and psychologica lly. Also, right amount of space should be allocated to every participant. Estab lishing rapport with participants There are various ways by which a trainer can establish good rapport with trainees by: Greeting participants simple way to eas e those initial tense moments Encouraging informal conversation Remembering thei r first name Pairing up the learners and have them familiarized with one another Listening carefully to trainees comments and opinions Getting to class before th

e arrival of learners Starting the class promptly at the scheduled time 14 Muhammad Mahmood Aslam COMSATS Institute of Information Technology, Lahore http: //pakistanihr.blogspot.com 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 nt to review the program objective. The trainer must tell the oal of the program, what is expected out of trainers to do at gram, and how the program will run. The following information ed: Kinds of training activities Schedule Setting group norms gements Flow of the program Handling problematic situations 15 Muhammad Mahmood Aslam COMSATS Institute of Information Technology, Lahore http: //pakistanihr.blogspot.com 4-EVALUATION PHASE The process of examining a training program is called training evaluation. Train ing evaluation checks whether training has had the desired effect. Training eval uation ensures that whether candidates are able to implement their learning in t heir 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 objectiv es and linking it to learning outcomes. Research: It helps in ascertaining the r elationship between acquired knowledge, transfer of knowledge at the work place, and training. Intervention: It helps in introducing some interventions in the o rganization, 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 distanc e between the employees. Control: control is shared between the employees by red ucing the power distances. 16 Muhammad Mahmood Aslam COMSATS Institute of Information Technology, Lahore http: //pakistanihr.blogspot.com 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 prog ram. Once aware, they are asked to give their opinions on the methods used and w hether those methods confirm to the candidates preferences and learning style. During Training It is the phase at which instruction is started. This phase usua lly consist of short tests at regular intervals. After Training It is the phase when learners skills and knowledge are assessed again to measure the effectivenes s of the training. This phase is designed to determine whether training has had it is very importa participants the g the end of the pro needs to be includ Housekeeping arran

the desired effect at individual department and organizational levels. There are various evaluation techniques for this phase. 17 Muhammad Mahmood Aslam COMSATS Institute of Information Technology, Lahore http: //pakistanihr.blogspot.com TECHNIQUES OF EVALUATION The various methods of training evaluation are being used by the Telenor which i s different for in house Training and outsource training. In House Training In h ouse Training, the different methods being used for the purpose of evaluation ar e Observation Questionnaire Interview Quizzes Outsource Training If he training is being provided by some outsource firm then the evaluation is being done by Exec ution 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 traini ng is being prepared and delivered, a number of stake holders are involved in tr aining 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 o f involving the Training Manager (or equivalent) in senior management meetings w here decisions are made about future changes when training will be essential. Kn owledge of and support of training plans. Active participation in events. Requir ement for evaluation to be performed and require regular summary report. 18 Muhammad Mahmood Aslam COMSATS Institute of Information Technology, Lahore http: //pakistanihr.blogspot.com 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 th e learners to learn within the objectives of the program and the learners own o bjectives. 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 re inforce, 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 holdi ng briefing meetings with the learner. Giving ongoing, and practical, support to the training programme. Reviewing the progress of learning implementation. Fina l review of implementation success and assessment. The training manager - traini ng evaluation responsibilities Management of the training department and agreein g the training needs and the program application Maintenance of interest and sup port in the planning and implementation of the program, including a practical in volvement where required The introduction and maintenance of evaluation systems, and production of regular reports for senior management Frequent, relevant cont act with senior management Liaison with the learners line managers and arrangem ent of learning implementation responsibility learning programmes for the manage

rs The trainee or learner - training evaluation responsibilities Involvement in the planning and design of the training program where possible Involvement in th e planning and design of the evaluation process where possible Obviously, to tak e interest and an active part in the training program or activity. Take interest and support the evaluation processes. 19 Muhammad Mahmood Aslam COMSATS Institute of Information Technology, Lahore http: //pakistanihr.blogspot.com 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 t he 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 a ccount 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 stag es that go into the creation and delivery of effective training: it has to be sp ecific to the objective, the group of people to whom the training is available a nd most importantly the group to whom the training is delivered. In Pakistan, Te lenor has cultivated a good image not only in its employees but towards the cust omers 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 i s 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 th e room for improvement is always there so, we have recommended some of the impor tant recommendations which will definitely helpful for the Telenor training syst em. 20 Muhammad Mahmood Aslam COMSATS Institute of Information Technology, Lahore http: //pakistanihr.blogspot.com RECOMMENDATIONS We have described the Telenors training program with best of our knowledge, but d ue to lack of availability of information we found certain problems in Telenor w hich may not be in actual so we are recommended here generally about the effecti ve 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 mes sage from the organization. Training must be a continuous process, and results o f the training must be evaluate, so that the employees remain serious with the t raining. Ask each individuals manager, and the managers manager, to attend the tra ining 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 mana ger trying out new skills as well. Provide training in chunks that are scheduled o ver 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. Partic ipants attend these sessions, perhaps a couple of hours per week, until the subj ect 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 ac

tual work session. The instructor can help participants practice the training co ntent 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 bui lding, set up situations in which practice is immediate and frequent, to help pa rticipants retain the training. During the training session, practice active lea rning principles; honor a variety of learning styles. 21 Muhammad Mahmood Aslam COMSATS Institute of Information Technology, Lahore http: //pakistanihr.blogspot.com Recognize that a range of activities and information applications will appeal to participants varied learning styles. Use real life examples, analogies, case stu dies, small group discussion, presentation, and experiential exercises. Provide visual support materials such as films and transparencies for people who learn v isually. Activities will appeal to your hands-on crowd. Ask participants to prov ide 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 t he article or thought about the concept is not enough. Be preparing the trainees bef ore going for the training. Increase trainee investment in the session by engagi ng them in tasks requiring action. Provide easy ways for participants to take no tes; periodically ask participants to jot down application ideas. Ask them to sh are these ideas in a small group. Ask people to underline the most important con cept on a page; circle the ideas that most apply to their circumstances. Provide reference materials and job aids for review after the session. Include particip ant input into the materials, making participants more likely to use the documen ts. During the session, discuss how to address real life scenarios, and barriers participants believe they will encounter when they apply the training. Too ofte n, training professionals dont prepare participants for the real world in which they will attempt to use what they learned in class. Trainers should work on pe rformance barriers in the domain they can control, their classrooms. They can sh are data from the needs assessment on unearthing barriers and offer ways to over come them. Trainers can also discuss with participants their managers or co-wor kers possible objections. The participants can practice their responses. In oth er words, trainers can inoculate participants against the thoughts, words, and d eeds of resistance. They can share suggestions from participants who were able t o transfer what they learned in training and who came up with successful approac hes to get more computer resources, supervisory support, and so forth." 22 Muhammad Mahmood Aslam COMSATS Institute of Information Technology, Lahore http: //pakistanihr.blogspot.com APPENDICES Appendix-A T ELENOR P AKISTAN TRAINING EVALUATION FORM SECTION A: Introduction: 1. Trainees Name: 2. Trainees Designation: 3. Training In stitution: 4. Training Department: 5. Course Title: 6. Date & Duration: 7. Venue : 8. Medium of instruction (language): 9. Nature of the training: Skills [ ] , K nowledge [ ], Refresher [ ]

Training Objectives and Course Contents: a. Please check to what extent you agre e or disagree with the following statements as they relate to this training prog ram: Strongly agreed Objectives of this program adequately met. Subject matter w as appropriate for your background & experience. Training will greatly assist yo u in your profession / area of work. Program duration was adequate to cover all material. Training institutions staff was helpful & supportive. Trainer has good presentation skill/style, knowledge and grip over the subject. Agree Disagree Strongly disagree 23 Muhammad Mahmood Aslam COMSATS Institute of Information Technology, Lahore http: //pakistanihr.blogspot.com 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 Individua ls Training Records. (Thank you for your time). SECTION B: (To be filled in by th e HOD one month after the training.) Training Effectiveness: How has the individuals performance changed after this tr aining? 24 Muhammad Mahmood Aslam COMSATS Institute of Information Technology, Lahore 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. Inductio n training provides an excellent opportunity for newcomers to learn comprehensiv ely about the organization. The norms and values of the company are clearly expl ained to the new employees during induction. Senior management takes interest an d spends time with the new staff during induction training. The new recruits fin d induction training very useful in your organization. The induction training is periodically evaluated and improved. The employees are helped to acquire techni cal knowledge and skills through training. There is adequate emphasis on develop ing managerial capabilities of the managerial staff through training. Human rela tions competencies are adequately developed in your organization through trainin g in human skills. 1. 2. 3.

4. 5. 6. 7. 8. 9. 10. 11. 25 Muhammad Mahmood Aslam COMSATS Institute of Information Technology, Lahore http: //pakistanihr.blogspot.com 12. Training of workers is given adequate importance in your organization. Employees are sponsored for training programs on the basis of carefully identified develo pmental needs. Those who are sponsored for the training programs take the traini ng seriously. Employees in the organization participate in determining the train ing 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 fo r 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 or ganization. Line managers provide the right kind of climate to implement new ide as and methods acquired by their juniors during training. 13. 14. 15. 16. 17. 18. 19. 20. 21 22 Thank you for your Time

26 Muhammad Mahmood Aslam COMSATS Institute of Information Technology, Lahore http: //pakistanihr.blogspot.com Appendix-c (Adopted Training Design) As the information for the training design was not available, so we have propose d our own training design with its basis we get from the Garry Dessler Training design. 27 Muhammad Mahmood Aslam COMSATS Institute of Information Technology, Lahore http: //pakistanihr.blogspot.com REFERENCES http://telenor.com.pk/careers/careerManagement.php retrieved on May 20, 2009 htt p://gantheed.com/design_doc.doc retrieved on May 17, 2009 http://en.wikipedia.or g/w/index.php?title=Telenor_(Pakistan)&redirect=no on May 15, 2009 http://www.te lenor.com.pk/pressCenter/press.php retrieved on May 12, 2009 retrieved 28