Telenor Pakistan Training and Development

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 ........................................................................................................................12
3-Training Implementation ...................................................................................................................14
4-Evaluation Phase....................................................................................................................................16
Purposes of Training Evaluation ....................................................................................................16
Process of Training Evaluation .......................................................................................................17
Techniques of Evaluation ..................................................................................................................18
Responsibility for the evaluation of training .............................................................................18
Conclusion .........................................................................................................................................................20
Recommendations..........................................................................................................................................21
Appendices ........................................................................................................................................................23
References .........................................................................................................................................................28
This document is for reference purpose only, copying/reproducing of this document is

strictly prohibited.
INTRODUCTION
Telenor Pakistan is a Pakistani GSM cellular service provider, and is a subsidiary of
Telenor, Norway. It has a subscriber base of 19.98 million as of March 2009.Telenor
Pakistan is owned by Telenor ASA and adds on to its operations in Asia together with
Thailand, Malaysia and Bangladesh. Telenor ASA is an international provider of high
quality telecommunications, data and media communication services. It ranks as
world’s 7th largest mobile operator with a total of 164 million subscribers in its
mobile operations.
Telenor Pakistan launched its operations in March 2005 as the single largest direct
European investment in Pakistan, setting precedence for further foreign investments
in the telecom sector. The company has crossed many milestones and grown in a
number of directions, making Telenor Pakistan a leading telecom operator of the
country.
Telenor is the fastest growing mobile network in the country, with coverage reaching
deep into many of the remotest areas of Pakistan. In the most difficult terrains of the
country, from the hilly northern areas to the sprawling deserts in the south, at times
Telenor is the only operator connecting the previously unconnected.
Telenor is keeping ahead by investing heavily in infrastructure expansion. With USD

2 billion already invested, Telenor have extended agreements with vendors for
network expansion and services until 2009. The agreements, with a potential to result
in USD 750 million worth of orders from Telenor Pakistan, are some of the biggest of
their kind in the industry. Telenor is spreading across Pakistan, creating 2,500 direct
and 25,000-plus indirect employment opportunities. Telenor is a network of 23
company-owned sales and service centers, more than 200 franchisees and some
100,000 retail outlets.
2
VISION AND VALUES
Telenor vision is simple:
“Telenor exists to help customers get the full benefit of communications services in
their daily lives. We're here to help. Make it easy. Keep promises. Be inspiring and be
respectful.”
Telenor vision and values define a common approach for all their employees setting
out how they do business at Telenor. They provide a fundamental guide for taking
care of our customers. Together they set the standard for how Telenor work in order
to create sustainable value for our shareholders, customers, employees and partners.
Values
The values at Telenor are a constant reminder to Employees of how Telenor should
serve all our customers around the world. They inspire us to be a driving force in
modern communications and customer satisfaction.
Values in practice
According to an official at Telenor
“We want to make it easy for our customers to get what they want, when they want it.
We will keep promises and do what we say we will do. We will innovate to deliver
fresh ideas. And, as an international company, we will respect our customers and their
local cultures.”
For getting the information regarding the HRD functioning in Telenor, we have visited
Telenor several times, and we come to know that the written values are in real practice
which might be a reason for the success of Telenor.
3
TELENOR GROUP STRATEGY

The Telenor Group has a strong track record of delivering on ambitious goals. By
2011, we aim to be one of the fastest growing mobile operators in the world, with a
strong broadband position in all markets, successfully developing new services and
adopting new and responsible business models.
The Telenor Group has defined six strategic ambitions which it aims to achieve by
2011. These are:
1. To deliver increased profitable growth
The Telenor Group aims to achieve a substantial revenue increase in the years to
come. This growth will mainly come from existing businesses. We will seek to
increase our core mobile and fixed voice revenues and explore broadband
opportunities in our emerging markets. The Telenor Group is also investing in
adjacent markets, such as basic financial services and machine-to-machine (M2M)
communication worldwide.
2. To strengthen our performance culture across the Group
In all our operating companies, we will continue the successful practice of combining
a local approach with global expertise. This means that the local management teams
will build a unique performance culture based on their own initiatives and in line with
the Telenor governance model, Codes of Conduct, vision and values, our people
policy and the way we work across borders. In terms of Health, Safety and
Environment (HSE), our objective is to improve working conditions and
environmental management by having clearly defined standards across our operating
companies and supply chains.
3. To make responsible business a competitive advantage
Corporate responsibility at Telenor will be part of managing risk and linked to our
core business. For example, the measures we have taken to fight climate change are
motivated both by our commitment to corporate responsibility and by an enlightened
view of associated business benefits and opportunities: what is good for the
environment is also good for business. Telenor now has clearly defined targets on
CO2 emissions from its operations - not just to help save our planet, but to save
energy and money. Telenor has a strong track record when it comes to sustainable
business: it was ranked top performer by the Dow Jones Sustainability Indexes (DJSI)
in 2007 and 2008.
4. To provide a superior customer experience
Faced with an increasingly competitive environment, Telenor needs to differentiate

itself by providing a superior customer experience. In our vision – we’re here to help
– and core values (make it easy, keep promises, be inspiring, be respectful),
4
We put customer experience at the top of the agenda throughout the Telenor Group.
One of our ambitions is to reach a situation where end-users’ brand preference is
higher than the Telenor market share for all operating companies.
5. To ensure best practice benchmarking across the Group
Telenor will undertake benchmarking and best practice sharing across the Group. A
global objective is to achieve a higher reduction in the average operational cost per
minute than the expected decline in average price per minute. The Telenor Group
aims to achieve considerable continued growth in operating cash flow from all of its
operations.
6. To drive change and constant renewal
To secure a strong industry position, we need to innovate in everything we do. To get

the most out of our efforts, we have prioritized five group-wide innovation areas:
Broadband outside the Nordic countries. Our long-term ambition is to achieve

the same position in broadband (mobile and fixed) as we have in mobile voice
today.
Connected objects / M2M. The “Internet of things.” The Telenor Group is
working to establish itself as a global player within this rapidly growing and
potentially huge market.
Financial services. The Telenor Group aims to establish itself as a significant
player in parts of the financial services industry in select under-serviced
markets, establishing a platform for long-term growth.
Partner innovation. The Telenor Group controls many valuable assets that can
be further developed together with partners. Partner-driven innovation is a
cost-effective way to create many new revenue-generating services.
Climate change. Our number one priority is to reduce CO2 emissions. The
Telenor Group aims to be part of the climate solution by de-carbonising
business processes and reducing physical travel and transport.
5
HUMAN RESOURCE DEVELOPMENT DEPARTMENT

Human Resource Department engage to perform a set of systematic and planned
activities designed by an organization to provide its members with the opportunities to
learn necessary skills to meet current and future job demands. HRD department in
Telenor plays very active role. The head office of HRD department is situated in
Islamabad however it has its four zonal offices, these are
Central I
Central II
North
South
Working of HRD department is cross functional, there is great coordination is among

the departments of the company. And HRD department play an important role in
providing strategic support.
HUMAN RESOURCE DEVELOPMENT FUNCTIONS
The functions of HRD in Telenor is to developing the required skills in employees as

by perceiving the future needs and demands of the company as well as the
requirement of the competitive environment. The major functions which they have to
perform are
Training and development (T&D)

Organization development
Career development
The “new learning and performance wheel”
Strategic management and HRD
The supervisor’s role in HRD
Organizational structure of the HRD function
As Telenor is one of the growing company of the country so, it is also facing a lot of
challenges in order to make its human resource as its competitive advantages, the
major challenges which are being faced by the Human Resource Development
department in Telenor are
1. Increasing workforce diversity

2. Competing in a global economy
3. Eliminating the skills gap
4. The need for lifelong learning
5. Facilitating organizational learning
6
However in Telenor, the HRD department is doing great job in order to cope with all
these challenges, HRD department has developed a complete framework which the
management is currently practicing.
TYPES OF TRAINING
There are varieties of training types are available at Telenor which varies from need
of the employees as well as the company. Broadly speaking there are two main
sources of Training.
In house Training
Outsource Training
In House Training
In house training the company offers the training in its different zones by means of
seminars, conferences and workshops. In house training which are given on the job is
System related training

Product related training
Technical Training
Front End Desk Training
Operational wise training
These are the most common types of training which company gives to its employees.
Outsource Training
Telenor go for the outsourcing when the in house training is not available. The topic
cover under outsource training are those which are more general in nature so company
by evaluating cost and benefit go for outsourcing.
While go for outsourcing, Telenor is using the services of Novatious Institute which
holds a good name regarding the training. The common types of training are
Moral Building
Attitude Building
Executives Training
7
ORGANIZATIONAL CULTURE AND ITS SUPPORTIVENESS

FOR TRAINING
As far as Telenor internal culture is considered the employees are really very satisfied
with the Telenor’s norms and values. It is one of the major reasons that the turn over
rate of this organization is very low. By conducting the survey of the sales employees
in Telenor, we come to know that 90% of the employees of Telenor took the Training
most effective. The major aspects of Telenor’s culture which supports the its
objectives are
It owned a flat structure so the communication among employees is very good.

Hierarchy of the organization is well managed and there exist no fear between
subordinate and boss which give rise to the confidence in employees.
There is a vertical communication as well as horizontal communication exist
among the employees of Telenor which supports its objectives of being EEO
organization.
Training is the necessary components for all the employees from CSR
(customer services representative) to CEO (chief Executive officer)
8
A FRAMEWORK FOR THE HRD PROCESS
HRD department follow a frame work which consists of four major steps, HRD
department is primarily responsible for Learning and development of employees. The
whole activities of HRD department in Telenor revolve around these steps.
1. Training Need Assessment Phase

2. Training Design Phase
3. Implementation phase
4. Evaluation phase
1- TRAINING NEED ASSESSMENT PHASE
Training needs analysis process is a series of activities conducted to identify problems

or other issues in the workplace, and to determine whether training is an appropriate
response. An analysis of training need is an essential requirement to the design of
effective training. The purpose of training need analysis is to determine whether there
is a gap between what is required for effective performance and present level of
performance.
The needs analysis is usually the first step taken to cause a change. This is mainly
because a needs analysis specifically defines the gap between the current and the
desired individual and organizational performances. In Telenor, the TNA phase has
given a primarily importance, it is conducted to determine whether resources required
are available or not. It helps to plan the budget of the company, areas where training is
required, and also highlights the occasions where training might not be appropriate
but requires alternate action.
Training Need arises at three levels:
Trianing Need
Organizational Individual Operational

Level Level Level
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Corporate need and training need are interdependent because the organization
performance ultimately depends on the performance of its individual employee and its
sub group.
Organizational Level
In Telenor, Training needs analysis at organizational level focuses on strategic planning,

business need, and goals. It starts with the assessment of internal environment of the
organization such as, procedures, structures, policies, strengths, and weaknesses and external
environment such as opportunities and threats.
After doing the SWOT analysis, weaknesses can be dealt with the training interventions,
while strengths can further be strengthened with continued training. Threats can be reduced
by identifying the areas where training is required. And, opportunities can be exploited by
balancing it against costs.
For this approach to be successful, the HRD department of Telenor gets involved in strategic
planning. In this planning, HR develops strategies to be sure that the employees in the
organization have the required Knowledge, Skills, and Attributes (KSAs) based on the future
KSAs requirements at each level.
Individual Level
HRD department of Telenor focuses on each and every individual in the organization. At this
level, the HRD department checks whether an employee is performing at desired level or the
performance is below expectation. If the difference between the expected performance and
actual performance comes out to be positive, then certainly there is a need of training.
However, individual competence can also be linked to individual need. The methods which
are most commonly used by the HRD department of Telenor to analyze the individual need
are:
Appraisal and performance review

Competency assessments
Customer feedback
Self-assessment or self-appraisal
Operational Level
Operational level focuses on the work that is being assigned to the employees. The job analyst
at Telenor gathers the information on whether the job is clearly understood by an employee or
not. Training officers gathers this information through technical interview, observation,
psychological test; questionnaires asking the closed ended as well as open ended questions,
etc. Today, jobs are dynamic and keep changing over the time. Employees need to prepare for
these changes. The job analyst also gathers information on the tasks needs to be done plus the
tasks that will be required in the future.
10
WHO CONDUCTS NEEDS ANALYSIS & WHY?
In Telenor, an in-house trainer or a consultant performs a needs analysis to collect and

document information concerning any of the following three issues:
1. Performance problems
2. Anticipated introduction of new system, task or technology
3. A desire by the organization to benefit from a perceived opportunity
In all three situations, the starting point is a desire to effect a change. Given this, one
must know how the people who will experience change perceive it. With out the
proper TNA, Trainer may be unable to transfer their newly acquired skills to their
jobs because of the organizational constraints.
Process of conducting a training needs analysis is a systematic one based on specific

information-gathering techniques. Training need analysis process proceeds in stages,
with the findings of one stage affecting and helping to shape the next one. There is no
easy or short-cut formula for carrying out this process. Each particular situation
requires its own mix of observing, probing, analyzing and deducting. In Telenor
Pakistan, a needs analysis is not a one-time event. Telenor administer needs analysis
at regular intervals, usually biannually or every year or two.
WHO IS THE TRAINEE?
Training needs will differ with the backgrounds of the employees to be trained, and
their present status in the organization. Basically, a candidate for training may come
from any one of three groups:
1. New hires
2. Veteran employees
3. Trainees currently in the training pipeline (currently in the training program)
Consideration of the varying needs of these groups provides a frame of reference for
discussing and suggesting the methods of identifying training needs:
TECHNIQUES FOR DETERMINING SPECIFIC TRAINING NEEDS
There are a number of methods which Telenor Pakistan is using to gather data about
employees’ performance. Each works well in given circumstances; therefore, Telenor
adopted the most suitable method for determine specific needs. Management of
Telenor believes that none of these methods can stand alone; they always use at least
two, if for no other reason to validate their findings. These Methods are
1. Observation
2. Interviews
3. Questionnaires
4. Job description
5. Performance Appraisal
6. Analysis of Organizational Policies
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2-DESIGN PHASE
As the information provided by the Telenor was insufficient so, we have just draw a
model of our own. The design of the training program can be undertaken only when a
clear training objective has been produced. The training objective clears what goal has
to be achieved by the end of training program i.e. what the trainees are expected to be
able to do at the end of their training. Training objectives assist trainers to design the
training program.
TRAINING DESIGN MODEL
In context with the Appendix-c, we have developed a training design model which can be
an effective one for the Telenor to train its employees. The necessary components of
Training design are
The Trainer
Before starting a training program, a trainer analyzes his technical, interpersonal,

judgmental skills in order to deliver quality content to trainers.
The Trainees
In training design there should be a close scrutiny of the trainees and their profiles.
Age, experience, needs and expectations of the trainees are some of the important
factors that affect training design.
Training Climate
There should be a good training climate, a good training climate comprises of

ambience, tone, feelings, and positive perception for training program, etc is one of
the necessary conditions of training design. Therefore, when the climate is favorable
nothing goes wrong but when the climate is unfavorable, almost everything goes
wrong.
Trainees’ Learning Style
The learning style, age, experience, educational background of trainees must be kept
in mind in order to get the right pitch to the design of the program.
Training Strategies
Once the training objective has been identified, the trainer translates it into specific
training areas and modules. The trainer prepares the priority list of about what must
be included, what could be included.
12
Training Topics
After formulating a strategy, trainer decides upon the content to be delivered. Trainers break
the content into headings, topics, ad modules. These topics and modules are then classified
into information, knowledge, skills, and attitudes.
Sequence the contents – Contents are then sequenced in a following manner:
From simple to complex

Topics are arranged in terms of their relative importance
From known to unknown
From specific to general
Dependent relationship
Training Tactics
Once the objectives and the strategy of the training program becomes clear, trainer
comes in the position to select most appropriate tactics or methods or techniques. The
method selection depends on the following factors:
Trainees’ background
Time allocated
Style preference of trainer
Level of competence of trainer
Availability of facilities and resources, etc
Support Facilities
It can be segregated into printed and audio visual. The various requirements in a
training program are white boards, flip charts, markers, etc.
Constraints
The various constraints that lay in the trainers mind are:
Time
Accommodation, facilities and their availability
Furnishings and equipments
Budget
Design of the training, etc
13
3-TRAINING IMPLEMENTATION
To put training program into effect according to definite plan or procedure is called
training implementation. Training implementation is the hardest part of the system
because one wrong step can lead to the failure of whole training program. Even the
best training program will fail due to one wrong action.
Training implementation can be segregated into:
Practical administrative arrangements

Carrying out of the training
Implementing Training
Once the staff, course, content, equipments, topics are ready, the training is
implemented. Completing training design does not mean that the work is done
because implementation phase requires continual adjusting, redesigning, and refining.
Preparation is the most important factor to taste the success. Therefore, following are
the factors that are kept in mind while implementing training program:
The trainer
The trainer needs to be prepared mentally before the delivery of content. Trainer
prepares materials and activities well in advance. The trainer also set grounds before
meeting with participants by making sure that he is comfortable with course content
and is flexible in his approach.
Physical set-up
Good physical set up is pre-requisite for effective and successful training program
because it makes the first impression on participants. Classrooms should not be very
small or big but as nearly square as possible. This will bring people together both
physically and psychologically. Also, right amount of space should be allocated to
every participant.
Establishing rapport with participants
There are various ways by which a trainer can establish good rapport with trainees by:
Greeting participants – simple way to ease those initial tense moments

Encouraging informal conversation
Remembering their first name
Pairing up the learners and have them familiarized with one another
Listening carefully to trainees’ comments and opinions
Getting to class before the arrival of learners
Starting the class promptly at the scheduled time
14
Using familiar examples
Varying his instructional techniques
Using the alternate approach if one seems to bog down
Reviewing the agenda
At the beginning of the training program it is very important to review the program
objective. The trainer must tell the participants the goal of the program, what is
expected out of trainers to do at the end of the program, and how the program will
run. The following information needs to be included:
Kinds of training activities

Schedule
Setting group norms
Housekeeping arrangements
Flow of the program
Handling problematic situations
15
4-EVALUATION PHASE
The process of examining a training program is called training evaluation. Training

evaluation checks whether training has had the desired effect. Training evaluation
ensures that whether candidates are able to implement their learning in their
respective workplaces, or to the regular work routines.
PURPOSES OF TRAINING EVALUATION

The five main purposes of training evaluation are
Feedback: It helps in giving feedback to the candidates by defining the objectives and
linking it to learning outcomes.
Research: It helps in ascertaining the relationship between acquired knowledge,

transfer of knowledge at the work place, and training.
Intervention: It helps in introducing some interventions in the organization, through

evaluation we come to know where the gap exists, so we can cover the gap by
interventions.
Power: It also helps to reduce the power distance between the employees.
Control: control is shared between the employees by reducing the power distances.
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PROCESS OF TRAINING EVALUATION
Before Training
In Telenor the learner’s skills and knowledge are assessed before the training
program. Generally in organizations, during the start of training, candidates generally
perceive it as a waste of resources because at most of the times candidates are
unaware of the objectives and learning outcomes of the program. Once aware, they
are asked to give their opinions on the methods used and whether those methods
confirm to the candidates preferences and learning style.
During Training
It is the phase at which instruction is started. This phase usually consist of short tests
at regular intervals.
After Training
It is the phase when learner’s skills and knowledge are assessed again to measure the
effectiveness of the training. This phase is designed to determine whether training has
had the desired effect at individual department and organizational levels. There are
various evaluation techniques for this phase.
17
TECHNIQUES OF EVALUATION
The various methods of training evaluation are being used by the Telenor which is
different for in house Training and outsource training.
In House Training
In house Training, the different methods being used for the purpose of evaluation are
Observation
Questionnaire
Interview
Quizzes
Outsource Training
If he training is being provided by some outsource firm then the evaluation is being done by
Execution on the job after Training

During Execution at the job
So, in this way, in different ways evaluation is being done differently for in house and
outsources training.
RESPONSIBILITY FOR THE EVALUATION OF TRAINING
Depending on the type of training, and the management level for which the training is
being prepared and delivered, a number of stake holders are involved in training and
its results which evaluate the training, these evaluators are
Senior Management
The Trainer
Line Management
The Training Manager
The Trainee
Each has their own responsibilities, which are detailed next.
Senior management - training evaluation responsibilities
Awareness of the need and value of training to the organization.

The necessity of involving the Training Manager (or equivalent) in senior
management meetings where decisions are made about future changes when training
will be essential.
Knowledge of and support of training plans.
Active participation in events.
Requirement for evaluation to be performed and require regular summary report.
18
The trainer - training evaluation responsibilities
Identification at the start of the program of the knowledge and skills level of the
trainees/learners.
Provision of training and learning resources to enable the learners to learn within the
objectives of the program and the learners' own objectives.
Monitoring the learning as the program progresses.
At the end of the program, assessment of and receipt of reports from the learners of
the learning levels achieved.
Ensuring the production by the learners of an action plan to reinforce, practice and
implement learning.
The line manager - training evaluation responsibilities
Work-needs and people identification.

Involvement in training programme and evaluation development.
Support of pre-event preparation and holding briefing meetings with the learner.
Giving ongoing, and practical, support to the training programme.
Reviewing the progress of learning implementation.
Final review of implementation success and assessment.
The training manager - training evaluation responsibilities
Management of the training department and agreeing the training needs and the
program application
Maintenance of interest and support in the planning and implementation of the
program, including a practical involvement where required
The introduction and maintenance of evaluation systems, and production of regular
reports for senior management
Frequent, relevant contact with senior management
Liaison with the learners' line managers and arrangement of learning implementation
responsibility learning programmes for the managers
The trainee or learner - training evaluation responsibilities
Involvement in the planning and design of the training program where possible
Involvement in the planning and design of the evaluation process where possible
Obviously, to take interest and an active part in the training program or activity.
Take interest and support the evaluation processes.
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CONCLUSION
Telenor is doing great job in order to develop the 'soft' skills of their staff. Training is
being delivered to the employees which is not only beneficent for the company but for
employees as well. Telenor has evolved a way of working with their Trainers which
produces truly effective training programs that take into account different and
changing needs all the way from the briefing process right through to the delivery of
the training itself, and beyond. There are three stages that go into the creation and
delivery of effective training: it has to be specific to the objective, the group of people
to whom the training is available and most importantly the group to whom the training
is delivered.
In Pakistan, Telenor has cultivated a good image not only in its employees but
towards the customers as well. On the whole the policies of the companies are
employees friendly, that why people love to work here, beside this life at Telenor is
very dynamic that’s why people love to work there, one of the important character of
Telenor is to provide its employees the complete growth opportunities which motivate
and encourage the employees to be the part of this prestigious organization.
As far as our study is concerned we found its training system much effective, but as
the room for improvement is always there so, we have recommended some of the
important recommendations which will definitely helpful for the Telenor training
system.
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RECOMMENDATIONS
We have described the Telenor’s training program with best of our knowledge, but
due to lack of availability of information we found certain problems in Telenor which
may not be in actual so we are recommended here generally about the effective
training program which should be adopted.
The trainer makes a difference.
The Trainer must be well trained and having required skills and knowledge
which he suppose to deliver to the Trainees.
Present training as part of a consistent message from the organization.
Training must be a continuous process, and results of the training must be

evaluate, so that the employees remain serious with the training.
Ask each individual’s manager, and the manager’s manager, to attend the
training session with their staff.
When three management levels of an organization attend training together,

participants may be more willing to try out the ideas learned in training. This
is especially effective if participants see their manager trying out new skills as
well.
Provide training in “chunks” that are scheduled over a period of time.
People learn more in training sessions that provide chunks, small amounts of
content, based on a couple of well-defined objectives. Participants attend these
sessions, perhaps a couple of hours per week, until the subject is learned.
This allows the participants to practice the concepts in between the training
sessions. Both the content of the training and the application of the concepts
are reinforced at each subsequent session. This also allows people to discuss
their successes and difficulties in applying the training in their actual work
session. The instructor can help participants practice the training content by
giving assignments that are debriefed at the next meeting.
Train people in skills and information that are immediately applicable on

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

statement. Even with strategic skills such as listening, providing performance
feedback, and team building, set up situations in which practice is immediate
and frequent, to help participants retain the training.
During the training session, practice active learning principles; honor a

variety of learning styles.
21
Recognize that a range of activities and information applications will appeal to
participants’ varied learning styles. Use real life examples, analogies, case
studies, small group discussion, presentation, and experiential exercises.
Provide visual support materials such as films and transparencies for people
who learn visually. Activities will appeal to your hands-on crowd. Ask
participants to provide examples of the concept you are training from their
experience.
Make use of session pre-work during the actual training session.
Asking people if they “read the article” or “thought about” the concept is not
enough. Be preparing the trainee’s before going for the training.
Increase trainee investment in the session by engaging them in tasks

requiring action.
Provide easy ways for participants to take notes; periodically ask participants
to jot down application ideas. Ask them to share these ideas in a small group.
Ask people to underline the most important concept on a page; circle the ideas
that most apply to their circumstances.
Provide reference materials and job aids for review after the session.
Include participant input into the materials, making participants more likely to
use the documents.
During the session, discuss how to address real life scenarios, and barriers
participants believe they will encounter when they apply the training.
Too often, training professionals don't prepare participants for the real world
in which they will attempt to use what they learned in class. Trainers should
work on performance barriers in the domain they can control, their
classrooms.
They can share data from the needs assessment on unearthing barriers and
offer ways to overcome them. Trainers can also discuss with participants their
managers' or co-workers' possible objections. The participants can practice
their responses. In other words, trainers can inoculate participants against the
thoughts, words, and deeds of resistance. They can share suggestions from
participants who were able to transfer what they learned in training and who
came up with successful approaches to get more computer resources,
supervisory support, and so forth."
22
APPENDICES
Appendix-A
T ELENOR P AKISTAN
TRAINING EVALUATION FORM

SECTION A:
Introduction:
1. Trainee’s Name:
2. Trainee’s Designation:
3. Training Institution:
4. Training Department:
5. Course Title:
6. Date & Duration:
7. Venue:
8. Medium of instruction (language):
9. Nature of the training: Skills [ ] , Knowledge [ ], Refresher [ ]
Training Objectives and Course Contents:
a. Please check to what extent you agree or disagree with the following statements as
they relate to this training program:
Strongly
Agree Disagree Strongly
agreed disagree
Objectives of this program adequately
met.
Subject matter was appropriate for your
background & experience.
Training will greatly assist you in your
profession / area of work.
Program duration was adequate to cover
all material.
Training institution’s staff was helpful &
supportive.
Trainer has good presentation skill/style,
knowledge and grip over the subject.
23
b. How would you plan or in what way will you apply the benefits from the course when
you return to your work place: (in detail)
Overall Rating:
Poor Average Satisfactory Very Good Excellent
General Comments, ( if any):
Note: After completion please return to HR / HOD to be filed with your Individual’s
Training Records.
(Thank you for your time).
SECTION B:
(To be filled in by the HOD one month after the training.)
Training Effectiveness:
How has the individual’s performance changed after this training?
24
Appendix-B (THE TRAINING EFFECTIVENESS QUESTIONNAIRE)
This questionnaire is intended to access the effectiveness of Training System of your

organization.
NOT A SOME TRUE VERY

S. AT LTTLE WHAT TO A TRUE
NO. QUESTION ALL TRUE TRUE GREAT
TRUE EXTENT
Induction training is given adequate importance in your

1.
organization.
2. Induction training is well-planned.
3. Induction training is of sufficient duration.
Induction training provides an excellent opportunity for

4. newcomers to learn comprehensively about the
organization.
The norms and values of the company are clearly

5.
explained to the new employees during induction.
Senior management takes interest and spends time

6.
with the new staff during induction training.
The new recruits find induction training very useful in

7.
your organization.
The induction training is periodically evaluated and

8.
improved.
The employees are helped to acquire technical

9.
knowledge and skills through training.
There is adequate emphasis on developing

10. managerial capabilities of the managerial staff through
training.
Human relations competencies are adequately

11. developed in your organization through training in
human skills.
25
Training of workers is given adequate importance in
12.
your organization.
Employees are sponsored for training programs on the

13.
basis of carefully identified developmental needs.
Those who are sponsored for the training programs

14.
take the training seriously.
Employees in the organization participate in

15.
determining the training they need.
Employees sponsored for training go with a clear

16. understanding of the skills and knowledge they are
expected to acquire from the training.
The HR department conducts briefing and debriefing

17.
sessions for employees sponsored for training.
In-company programs are handled by competent

18.
faculty.
The quality of in-company programs in your

19.
organization is excellent.
Senior line managers are eager to help their juniors

20.
develop through training.
Employees returning from training are given adequate

21 free time to reflect and plan improvements in the
organization.
Line managers provide the right kind of climate to

22 implement new ideas and methods acquired by their
juniors during training.
Thank you for your Time
26
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.
27
REFERENCES
http://telenor.com.pk/careers/careerManagement.php retrieved on May 20, 2009
http://gantheed.com/design_doc.doc retrieved on May 17, 2009
http://en.wikipedia.org/w/index.php?title=Telenor_(Pakistan)&redirect=no retrieved
on May 15, 2009
http://www.telenor.com.pk/pressCenter/press.php retrieved on May 12, 2009
28

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Telenor Pakistan Training and Development

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Muhammad Mahmood Aslam

COMSATS Institute of Information Technology, Lahore

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

Telenor vision is simple:

According to an official at Telenor

TELENOR GROUP STRATEGY

1. To deliver increased profitable growth

2. To strengthen our performance culture across the Group

3. To make responsible business a competitive advantage

4. To provide a superior customer experience

Faced with an increasingly competitive environment, Telenor needs to differentiate

5. To ensure best practice benchmarking across the Group

6. To drive change and constant renewal

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

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

HUMAN RESOURCE DEVELOPMENT DEPARTMENT

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

HUMAN RESOURCE DEVELOPMENT FUNCTIONS

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

Training and development (T&D)

1. Increasing workforce diversity

System related training

ORGANIZATIONAL CULTURE AND ITS SUPPORTIVENESS

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

A FRAMEWORK FOR THE HRD PROCESS

1. Training Need Assessment Phase

1- TRAINING NEED ASSESSMENT PHASE

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

Training Need arises at three levels:

Organizational Individual Operational

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

Appraisal and performance review

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

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

WHO IS THE TRAINEE?

TECHNIQUES FOR DETERMINING SPECIFIC TRAINING NEEDS

TRAINING DESIGN MODEL

Before starting a training program, a trainer analyzes his technical, interpersonal,

There should be a good training climate, a good training climate comprises of

Trainees’ Learning Style

Sequence the contents – Contents are then sequenced in a following manner:

From simple to complex

The various constraints that lay in the trainers mind are:

Training implementation can be segregated into:

Practical administrative arrangements

Establishing rapport with participants

Greeting participants – simple way to ease those initial tense moments

Reviewing the agenda

Kinds of training activities

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

PURPOSES OF TRAINING EVALUATION

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

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

Execution on the job after Training

RESPONSIBILITY FOR THE EVALUATION OF TRAINING

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.