Tp 14dh595 Final

CHAPTER - 1 INTRODUCTION

A study on Selected Employees TNA of Grameenphone Ltd. – A Case Study

1.1 Introduction of the Study:The present world is the world of information technology. Mobile phone is the revolutionary

invention of science. This mobile has enriched our communication network. It has been

possible to communicate from one corner to another by its contribution.

Mobile phone is one of the important wonders of modern science. The standard of living of

men has been changed by the contribution of this technology. At the beginning Telegraph was

only one medium of communication. Alecgunder invented telephone in 1876. As a result, it has

been possible to send the human voice to the remote. Electric sign is flown through the wire of

both the telegraph and telephone. At the beginning of last century wireless was invented by

Marcony which occurred revolutionary change in the communication. Consequently the

necessary of adding wire by receiving & transferring not needed. In case of telephone it is set

up one place which is not transferable, so problem occurs. In this situation mobile phone takes

the place of telephone to overcome the problem.

“Mobile Phone Service” is another name of silent revolution in Bangladesh. Mobile phone

service is keeping important role in removing the digital divide. Mobile phone is contributing

active role in receiving and sending information in the villages.

Bangladesh enters the mobile world through the City Cell Company in 1993. In that time the

cost of a connected mobile phone required more than one lack Tk for a mobile holder. Mobile

phone was like a dream among the normal or middle income group from 1993-1996. Later

Grameenphone, Robi ( Former Name Aktel ), Banglalink (Former Sheba World) and Airtel

( Former Name Warid ) got license from government.

There are some barriers working to regulate the mobile service rapidly in Bangladesh. Mainly

high import duty. The mobile companies are to pay tax at the high rate in importing mobile set

or machinery. For this reason the growth of this sector is being hampered. If import duty is

reduced than the mobile phone companies will be able to sale the mobile phone at the cheap

rate and provide better customer service than the previous level.

In today’s Bangladesh, there is no perfect alternative of Grameenphone. It is now on the flow

of developing its program so rapidly that it seems that this company is going to capture the

master market of mobile phone in our country. Therefore, no doubt, its future prospect is

bright.


1.2 Background of the Study:GrameenPhone is the leading Cellular Net Provider in Bangladesh. GrameenPhone started their

business approximately 17 years. GrameenPhone is operating in the market for long time. During

this time GrameenPhone went for different types of mergers as well as acquisitions. They gained

success from the very beginning of their operation and were capable enough to hold the success

year after year. GrameenPhone main competitors are AIRTEL, BANGLA LINK,ROBI,

CITYCELL and TELETALK. One of the strongest sides of GrameenPhone is its customer’s

service and management ship.

1.3 Significant of the Study:

Designing a training and development program involves a sequence of steps that can be grouped

into five phases: needs assessment, instructional objectives, design, implementation and

evaluation. To be effective and efficient, all training programs must start with a needs

assessment. Long before any actual training occurs, the training manager must find out training

needs of an organization by asking six vital questions, these are Who, What, When, Where, Why

and How of training. To do this, the training manager must analyze as much information as

possible about the following:

Individuals who are to be trained

Organization and its goals and objectives.

Jobs and related tasks that need to be learned.

Competencies and skills that are need to perform the job.

1.4 Objectives of the Study:

Primary Objectives:

The primary objectives of a training needs assessment is to identify performance requirements or needs within an organization in order to help direct resources to the areas of greatest need, those that closely relate to fulfilling the organizational goals and objectives, improving productivity and providing quality products and services.


Secondary Objective:

To present a background and introduction of Grameenphone Ltd.

To discuss about Training process of Grameenphone Ltd.

To discuss about the different training & development programs.

To discuss about the objectives and strategy of Grameenphone Ltd.

To discuss about how Grameenphone Ltd identify employees for the

training.

To discuss about evaluation process.

To have Knowledge on Grameenphone Ltd. and training & development

process.

To improve corresponding and report writing ability.

1.5 Scope of the Study:The scope of the study is limited within telecommunication business in Bangladesh. It is also

limited within the organization of Grameenphone Ltd. and for that reason that information was

very much restrictive within the organization as the telecommunication business is going to be

very much competitive. Here we discuss with the topics related to the profile of the organization,

Training & development process of Grameenphone Ltd.

1.6 Limitation of the Study: There are some limitations those are directly or indirectly done by the management. As this is

very much confidential so far I found some reasons. They are:

Grameenphone a good number of employees in their Customer Managements division; I could not interview most of them due to office hour work pressure.

The Tele-marketing is new concept in Grameenphone, so gathering information was very critical

There is no numerical data available for tele-marketing to present calculative figures and to apply the tests.

Training schedule given on the holydays of the employees.

Different person take different training in different days, so that if something misses by

anyone the employee has to suffer.


Launch the software first before training.

Training time is too short to learn.

Sometimes office time clashes with training time.

1.7 Methodology of the Study:Sampling

I have selected a sample size of 20 employees. Out of 20 samples 10 will be top level employees

and rest of 10 will be below midlevel employees of Grameenphone.

Source of Data

Both primary and secondary data sources will be used to generate this proposal. The secondary

data sources are review of existing document in HR department of Grameenphone.

Data collection tools and techniques

Primary data sources are structured questionnaire and those will be close ended and open ended.

Data will be analyzed manually using proper statistical tools

1.8 Study Area:

Department of Human Resources, Job description , KSA analysis, Performance standards,

Observe the job/sample the work, Perform the job, Job inventory questionnaire, Review

literature about the job , Ask questions about the job , Analysis of operating problems

1.9 Major ActivitiesQuestionnaire design, Data collection, clarification, data analysis and recommendation

1.10 Key Variables:Competency, content Analysis, Feasibility Analysis, Gap Analysis, Interview, Job Analysis,

Learning Objectives, Needs Assessment, Needs versus Wants Analysis, Performance Analysis,

Performance Deficiency, Project Team, Target Population, Task Analysis, Trainer, Training

Needs Assessment


1.11 Activity Schedule:

ACTIVITIES 1st

week

2nd

week

3rd

week

4th

week

5th

week

6th

week

Literature Review

Develop

Methodology

Construct

Questionnaire

Data Collection

Data Analysis

Report Writing

Paper Submission

& Presentation


CHAPTER - 2 Organizational Background


2.1 Company overview:

Grameenphone the leading telecommunications operator of Bangladesh is part of Telenor Group

which has presence in 13 markets across Europe and Asia.

Before Grameenphone’s inception, the phone was for a selected urbanized few. The cell phone

was a luxury: a flouting accessory for the select elite. The mass could not contemplate mobile

telephony as being part of their lives.

Grameenphone started its journey with the Village Phone program: a pioneering initiative to

empower rural women of Bangladesh. The name Grameenphone translates to “Rural phone”.

Starting its operations on March 26, 1997, the Independence Day of Bangladesh, Grameenphone

was the first operator to introduce GSM Technology in this country. Grameenphone pioneered

the then breakthrough initiative of mobile to mobile telephony and became the first operator to

cover 99% of the country’s people with network

Since its inception Grameenphone has built the largest cellular network in the country with over

8500 base stations. Presently, nearly 99 percent of the country's population is within the

coverage area of the Grameenphone network. Grameenphone has always been a pioneer in

introducing new products and services in the local telecom market.

Grameenphone was also the first telecommunication operator in Bangladesh to introduce the pre-

paid service in September 1999. It established the first 24-hour Call Center, introduced value-

added services such as VMS, SMS, fax and data transmission services, international roaming

service, WAP, SMS-based push-pull services, EDGE, personal ring back tone and many other

products and services. In October 2013 the company launched 3G services commercially. The

entire Grameenphone network is 3G/EDGE/GPRS enabled, allowing access to high-speed

Internet and data services from anywhere within the coverage area. There are currently over 7

million 3G/EDGE/GPRS users in the Grameenphone network.

Today, Grameenphone is the leading and largest telecommunications service provider in

Bangladesh with more than 50 million subscribers as of October 14, 2014.


2.2 Culture:

Grameenphone has a conducive and safe working environment. Besides focusing on customers

and communities, they are committed to treating their employees with Integrity, dignity and

respect. The Company’s intent is to establish good working management ship through a mutual

understanding of expectations. They believe in working in a team and demonstrate team spirit to

maximize and excel in standard quality service to their valued subscribers in the area of

telecommunication. Employees work in an environment where they feel valued, responsible and

supported by the authority as well as by their colleague.

2.3 Grameenphone Vision:

To be leading provider of telecommunication services all over Bangladesh with satisfied

customers and shareholders, and enthusiastic employees.

2.4 Grameenphone Mission Statement:

GrameenPhone Ltd. aims at providing reliable, widespread, convenient mobile and cost effective

telephone services to the people in Bangladesh irrespective of where they live. Such services will

also help Bangladesh keep pace with other countries including those in South Africa region and

reducing her existing disparity in telecom services between urban and rural areas.

2.5 Value Statements:

Make it Easy-

We're practical. We don't over complicate things. Everything we produce should be easy to

understand and use. No waste. No jargon. Because we never forget we're trying to make

customers' lives easier.

Keep Promises-

Everything we set out to do should work, or if you don't get it, we're here to help. We're about

delivery, not over promising - actions not words.


Be inspiring-

We are creative. We strive to bring energy into the things we do. Everything we produce should

look good, modern and fresh. We are passionate about our business and customers.

Be respectful-

We acknowledge and respect local cultures. We do not impose one formula worldwide. We want

to be a part of local communities

2.6 Objectives of the Company:

Grameenphone has a dual purpose to receive an economic return on its investments and to

contribute to the economic development of Bangladesh where telecommunications can play a

critical role. This is why Grameenphone, in collaboration with Grameen Bank and Grameen

Telecom, is aiming to place one phone in each village to contribute significantly to the economic

benefit of the poor.

2.7 The Strategies:

GrameenPhone’s strategy is coverage of both urban and rural areas. In contract to the “island”

strategy followed by some companies, which involves connecting isolated islands of urban

coverage through transmission links, Grameenphone builds continuous coverage, cell after cell.

While the intensity of coverage may vary from area to area depending on market conditions, the

basic strategy of cell-to-cell coverage is applied throughout GP network.

2.8 Strategic objectives:

GP wants to maintain the lead and to overtake the competitors in the country is what

Grameenphone has been dedicated to seeking.

It wants to provide all its employees with challenging and rewarding work, satisfying working

conditions, and opportunities for personal development, advancement, and competitive

compensation.


2.9 The People:

The people who are making it happen- the employees- are young, dedicated and energetic. All of

them are well educated at home or abroad, with both sexes (genders) and minority groups in

Bangladesh being well represented. They know in their hearts that Grameenphone is more than

just about phones. This sense of purpose gives them the dedication and the drive, producing the

biggest coverage and subscriber-base in the country. Grameenphone knows that the talents and

energy of its employees are critical to its operation and treats them accordingly.

2.10 The result:

By bringing electronic connectivity to rural Bangladesh, Grameenphone is delivering the digital

revolution to the doorsteps of the poor and unconnected. By being able to connect to urban areas

or even to foreign countries, a whole new world of opportunity is opening up for the villagers in

Bangladesh. Grameen Bank borrowers who provide the services are uplifting themselves

economically through a new means of income generation while at the same time providing

valuable phone service to their fellow villagers. The telephone is a weapon against poverty.

2.11 Grameenphone Challenge:

The famous slogan of Grameenphone is – “Connectivity is Productivity”.

2.12 Shareholders of Grameenphone:Shareholders of Grameenphone (GP) bring together experiences from different parts of the

world. This is particularly enriched by the unique in-depth experience of Grameen Bank, an

institution dedicated to poverty alleviation through collateral-free small loans in the rural areas of

Bangladesh. The foreign shareholders from Norway, Japan, and the United States -countries that

have been working as close partners of Bangladesh in its struggle for economic progress since

independence – bring a rich heritage of human progress in technology, business cooperation, free

market competition, and socio-economic institution building.

Telenor:

Which owns 62% of GP, is the state-owned telecommunication company in Norway operating

since 1885. It is amongst the oldest, most sophisticated, and diversified telecom companies in the


world. The company has a long history of successful cooperation with other operators and

governments in and out of Norway. Telenor’s home base, Norway, has the highest density of

mobile phones in the world and one of the most competitive markets in the field. Telenor has

been playing a pioneering role in the development of GSM, one the latest and most successful

versions of cellular technologies.

Grameen Telecom:

The second largest shareholder owning 38% of GP, has been established by Grameen Bank,

which believes that a lack of communication facilities in the rural areas is one of the major

obstacles to rapid economic development in the rural areas of Bangladesh. Grameen Telecom

deep understands of the people and culture of Bangladesh helps GP to build up convenient and

cost-effective communication facilities in the rural areas, which in turn, create more jobs and

open up business opportunities there.

These two companies own shares of GrameenPhone in the following manner:

Graph of Share Holding Structure:


Share Holding structure

62%

38%

Telenor Grameen Telecom

http://edupedia.educarnival.com/rajbari-content/uploads/2013/05/Untitled910.png

2.13 Organizational Structure:

GP Organ gram

Grameenphone has a board of directors headed by a Chairman. There are five directors on behalf

of the shareholders. Board of directors primarily looks after the activities of the managing

director and this is the appointing authority of managing director. Boards of directors mainly

conserve the interests of the shareholders. The managing director directly reports to the Board of

directors. GP have 5 divisions and 3 departments each having a director. All the directors report

directly to the managing director. The GP organ gram has gone through many changes over the

years due to company re-structuring.


CEO

Public Relations

Corporate Affairs

Human Resource

SalesInformation Technology

NetworksFinance Marketing Customer Service

Cost Efficiency

Financial Service

CHQ

Climate Strategy

Senior Assistant to CEO

Company Secretary

Internal Audit

Director Financial

Management

CHAPTER - 3 Literature Review(Theoretical Aspect)


3.1Training Concept:

Training has a wide number of implications and meanings. Quite often the academics draw a line

between the wide and narrow meanings of training. In its wide sense, training is defined as:

i) At birth or before we begin training to operate within pure environment. When the

training is satisfactory we speak of adjustments or adaptation to life. When the training is

unsatisfactory, the result is failure neurosis, or perhaps psychosis.

ii) A sequence of experiences or opportunities designed to modify behavior in order to

obtain a stated objective.

iii) Any activities which deliberately, attempts to improve a person's skill as a task.

Such definitions are many but all that they mean is to cover a wide range of subjects under the

term training. And such definitions may safely be used to define a number of other terms, namely

- education, learning, personal development, instruction, and so on. Thus these definitions lead to

some vague notions about the term and latch the required degree of specificity.

The two narrow senses of the term training, on the other hand, has been expressed by the

following definitions:

a) Training is “Education is a narrow sense" or "drill"

b) Training is an effort to teach the learner to do some physical or mechanical tasks

at some pre determined standards, e.g. training of a novice to become an automobile driver, or

training of a policeman to handle some firearms etc.

These views of training is, in fact, very narrow in the sense that it includes only the process to

improving the sensory motor proficiency and ignores the other important aspects, such as

developing knowledge, mental skills, interpersonal skills and so on. So, this view is also not

acceptable in view of the present state of knowledge and practice of training.

In the backdrop of this, several recent authors have tried to define training following a middle

course. An illustration of few of them will help clarify the present day meaning of training.

1. Training is the formal procedures, which a company uses to facilitate employees’

learning so that their resultant behavior contributes to the attainment of the company's goals

and objectives.


2. Training is accepted as synonyms for all of the forms of knowledge, skill and attitudinal

development which adults need to keep pace with accelerating life involvement and the

enlarging concept of man's capabilities.

3. Training is akin to following a tightly fenced path to reach a pre- determined goal at the

end of it.

Such definitions are many but these are quite sufficient to reveal the important characteristics of

training. A close look at them shows the following important features.

Training involves a series of planned, goal directed activities. This implies that training imparts

those knowledge, skill and attitude in the training, which are identified through needs analysis

and relevant information, are collected for improving their job performance. Each training lesson

is skillfully built to improve desired competencies of the trainees. Thus in training each and

every steps systematically and casually related, so that the interest groups- the trainees, trainers

and the sponsoring organizations- clearly know the outcome of the training effort.

3.2 Over view of training:

Training can provide employees with knowledge and skills to perform more effectively,

preparing them to meet the inevitable changes that occur in their jobs. However, training is only

an opportunity for learning. What is learned depend on many factors such as the design and

implement of training, the motivation and learning style of trainees and the learning climate of

the organization. Training is the part of integrate in which performance is against criteria.

Training is developed and implemented in partnership with line managers, so a clear link is

create between what happens on the job.

This text will take complete training process as it is conducted under ideal conditions.

Unfortunately most of the organizations ideal condition are not exist.

One key factor in employee motivation and retention is the opportunity employees want to

continue to grow and develop job and career enhancing skills. In fact, this opportunity to


continue to grow and develop through training and development is one of the most important

factors in employee motivation. There are a couple of secrets about what employees want from

training and development opportunities. So organization should provide those scopes for

employee’s development. These ideas emphasize what employees want in training and

development opportunities. Training Development opportunities help to create devoted,

growing employees who will benefit both the business and employee’s through your training

and development opportunities.

In every company, Human Resources (HR) training or employee-related and legally-related

topics is mandatory, especially for managers and supervisors. We need to equip our employees

to handle their employee relations responsibilities competently. But, for maximum positive

impact and learning, we need to make the HR training motivational and engaging.

The proper employee training, development and education at the right time provides big

payoffs for the employer in increased productivity, knowledge, loyalty, and contribution.

Learn the approaches that will guarantee a return on your investment in training.

3.3 Objectives of Training: Training Programs Consist of five step. The first, or needs analysis step, identifies the specific

job performance skills needed, assess the prospective trainees skills, and develops specific and

measurable performance objects based on any deficiencies. In the second step, instructional

design, you decide on, compile and produce the training program content, including wordbooks,

exercise, and activities; here, you’ll probably use techniques like those discussed in this chapter,

such as on-the-job training and computer assisted learning. There may be a third, validation step,

in which the bugs are worked out of the training program by presenting it to a small

representative audience. The fourth step is to implement the program, by actually training the

targeted employee group. Fifth is an evaluation step, in which management assesses the

program’s success or failures.

Training involved a series of planned, goal-directed activities. This implies that training imparts

these knowledge, skill and attitude in the trainees, which are identified, through needs analysis to

be relevant for improving their job performance. Each training lesson is skillfully built to

improve desired competencies of the trained.


Training aims at changing the knowledge skills and attitudes of the person so that his/her

job/task performance is improved in the pre-determined direction. Thus training involves two

steps objectives- to develop immediate knowledge, skills and attitude of the employees and the

ultimate objectives to improve the level of the job performance of the trainees.

Training involves learning process for bringing about the desired change in the employee

behavior. In fact, in most of the training activities, learning acts as the vehicle for change. Of

course, the role of learning depends to a great extent, on the nature and type of methods and

media used for training.

In short the following are the main objective of training:

Improves the job knowledge and skills at all level of the organization.

Help employee identify the with organization goal.

Improves relationship between Boss and Subordinate.

Proper guidelines for work.

Provide information for future needs in all areas of the organization.

Create an appropriate climate for growth and communication.

Employees adjust with new change.

Provide information for improving leadership knowledge, communication skills and

attitude.

Increase job satisfaction and regeneration.

To improve the level of the skills, attitudes.

To enhance the effectiveness of the org.

Importance of training:

Organization’s get more effective decision making and problem solving.

Develops sense of responsibility to the organization for being competent and

knowledgeable.

Training reduce outside consulting cost by utilizing component internal consulting.

Through the Training & Development, motivational variables of recognition,

achievement, growth, responsibility are internalized and operational zed

Training & Development program increase job satisfaction and reorganization.


3.4 Why do we need training?Because training is a means to ensure that government officials have the knowledge and right

skills to be able to do their work effectively and competently. Training may be needed when

there is a gap between the desired performance, and the current performance, and the reason for

that gap is lack of skill or knowledge. Training may only be able to resolve part of the problem.

Thus we need to analyze the problem and find out whether training will be able to resolve it. If

training is necessary, we also need to define the objective of the training and how it will help the

staff member(s) become more effective. This process is called a Training Needs Assessment

shown above or Training Needs Analysis. It is important to note that, despite many reasons to

conduct training shown above, training may sometimes not be the only solution to a problem.

There are many other means that impact on someone’s ability to do their work, as pointed out in

the “Report on Training Needs Assessment”.

The following are other examples. Lack of skills or knowledge, or experience Not having the right equipment or resource Not being encouraged by managers and colleagues to do the right thing There are no standards or expectations that are set and communicated Bad workplace morale or conditions

3.5 Training and management Development:Training is the formal procedures, which a company uses to facilitate employees’ learning so that

their resultant behavior contributes to the attainment of the company's goals and objectives. (Mc

Gehee and Thayer. 1964)

Management development is a systematic process, which aims to ensure that the organization has

the effective managers it requires to meet its present and future needs. It is concerned with

improving the performance of existing managers, giving them opportunities for growth and

development, and ensuring that management succession within the organization is provided for.

Management Development and Training are often used synonymously and in some instance very

vaguely. But recently serious attention has been given by some authors to highlight the

difference between them. (Drucker, 1974, Taylor and Lippro, 1975, Digman, 1980, Atawood,

1979). Management development is defined as "an activity directed at identifying managerial

talent, developing it as a resource and deploying it within the enterprise". (Lawrence, 1977),


Peter Drucker (1974) differentiates between the task of developing management (concerned with

the health, survival and growth of the organizational and the task of developing managers

(concerned with health, growth and achievement of the individual). Both management and

manager development deal with the skills people need, structure of jobs, management relations

and the aspirations comes to be a buffer between the enterprise with its organizational demands

and the individual with the career aspirations" (Lawrence, 1977).

With this brief outline about management development it is possible to attempt to differentiate it

from training. They differ usually on the following aspects:

Training leads to improve the specific knowledge, skills and attitudes of an employee,

which are needed by his/her job, while management development leads to prepare the

employees to meet company’s goal in specific positions or functions. Thus, training is

job- oriented while management development is person- oriented (Warren, 1979)

Training is one of the many ways or means to the end management development and not

vice versa. The other means and reorganization of managerial functions, education,

assessment center, promotion job relation, career planning and careen progression,

guided experience and so on. "Course (Training are a tool of management development

but they are not management development. (Drucker, 1974).

3.6 Training Need:Training needs (TN) means a particular weak area of a person or a group of persons that should

be developed within certain time essentially to reach a set of goals or objectives for aspired

performance or situation of a particular organization. That may be considered also for a

particular group of people who are facing many problems for their livelihood security. TN is now

not in a boundary of an organization or a company. In a broader sense, TN is to be considered for

a group of people who are not working in a structured organization properly. This is said because

of favoring people those who are always facing problems.

Training need means a gap between the performances of an employee and organizational

expectation. To make it more clear the concept of training and needs are discussed individually.


Training Need Assessment is a process of identifying the performance problem and making a

distinction between those that are responsive to training solutions and those that require other

forms of solutions.

Despite the above facts, a great number of theorists have shown a tendency to accept the off-

quoted theory of training needs which may be expressed as the gap or difference of the actual

performance from the standard performance. A few of them are given below.

1. Training Needs= Desired performance - Actual performance2. Training Needs= (Importance - level of Competence) + Interest.3. D = M - I

(Where D = Deficiency, M= Mastery and I = Initial skill repertories)

3.7 Training Design Process


5. Selecting training methods

TraditionalE- learning

6.Monitoring and evaluating program

Conduct EvaluationMake necessary changes if requiredCost benefit analysis

4. Ensuring transfer of training

Self- managementPeer and manager support

2. Identifying The Opportunity

Selecting Training ProjectsTraining for Specific Groups of People.The Poor Performer

3. Creating a learning environment

Learning objectives

Meaningful materials

PracticeFeedbackCommunity of

learningModelingProgram

administration

1. Recognizing the Need

Whom to Train Establishing the Training NeedSetting Training Objectives

3.8 Definition of Training Needs Assessment:

“Training Needs Assessment” (TNA) is the method of determining if a training need exists and,

if it does, what training is required to fill the gap. TNA seeks to identify accurately the levels of

the present situation in the target surveys, interview, observation, secondary data and/or

workshop. The gap between the present status and desired status may indicate problems that in

turn can be translated into a training need. Training can reduce, if not eliminate, the gap, by

equipping the participants with knowledge and skills and by encouraging them to build and

enhance their capabilities. The data on the present status are vital to the evaluation or impact

survey in the latter part of the training cycle. These shall serve as the baseline data. The

following are some techniques for acquiring such data. These may be applied independently or in

combination.

Training Needs=Desired Capability –Current Capability of the Participants

The purpose of a training needs assessment is to identify performance requirements and the

knowledge, skills, and abilities needed by an agency's workforce to achieve the requirements. An

effective training needs assessment will help direct resources to areas of greatest demand. The

assessment should address resources needed to fulfill organizational mission, improve

productivity, and provide quality products and services. A needs assessment is the process of

identifying the "gap" between performance required and current performance. When a difference

exists, it explores the causes and reasons for the gap and methods for closing or eliminating the

gap. A complete needs assessment also considers the consequences for ignoring the gaps.

3.9 Overview of Training Needs assessment:The first step in designing a training and development program is to conduct a needs assessment.

The assessment begins with a "need" which can be identified in several ways but is generally

described as a gap between what is currently in place and what is needed, now and in the future.

Gaps can include discrepancies/differences between:

What the organization expects to happen and what actually happens.

Current and desired job performance.

Existing and desired competencies and skills.


Needs assessment can also be used to assist with:

Competencies and performance of work teams.

Problem solving or productivity issues.

The need to prepare for and respond to future changes in the organization or job duties.

The results of the needs assessment allows the training manager to set the training

objectives by answering two very basic questions: who, if anyone, needs training and

what training is needed. Sometimes training is not the solution. Some performance gaps

can be reduced or eliminated through other management solutions such as

communicating expectations, providing a supportive work environment, arranging

consequences, removing obstacles and checking job fit.

Once the needs assessment is completed and training objectives are clearly identified, the

design phase of the training and development process is initiated:

Select the internal or external person or resource to design and develop the training.

Select and design the program content.

Select the techniques used to facilitate learning (lecture, role play, simulation, etc.).

Select the appropriate setting (on the job, classroom, etc.).

Select the materials to be used in delivering the training (work books, videos, etc.).

Identify and train instructors (if internal).

After completing the design phase, the training is ready for implementation:

Schedule classes, facilities and participants.

Schedule instructors to teach.

Prepare materials and deliver them to scheduled locations.

The final phase in the training and development program is evaluation of the program to

determine whether the training objectives were met. The evaluation process includes determining

participant reaction to the training program, how much participants learned and how well the

participants transfer the training back on the job. The information gathered from the training

evaluation is then included in the next cycle of training needs assessment. It is important to note

that the training needs assessment, training objectives, design, implementation and evaluation

process is a continual process for the organization.


3.10 Objective of Training needs Assessment:

The objectives of the study for training Need Assessment for an organization are:

1. To identify the person's deficiency of knowledge, skill and attitude in performing the job

by the identifying gaps between the present and future requirements.

2. To identify training needs by the use of method and methodology.

3. To develop a training curriculum based on the Training Need Assessment reports.

4. To determine priorities of training needs.

3.11 Why do we need a Training Needs Assessment?

First, identify dissatisfaction with the current situation and desire for change as similarities

among the requests. Each request implies that a gap or discrepancy exists between what is and

what could be or should be. A learning or performance gap between the current and desired

condition is called a need. TNA aims at the following situations.

Solving a current problem Avoiding a past or current problem Creating or taking advantage of a future opportunity

Providing learning, development or growth

The purpose of TNA is to answer some familiar questions: why, who, how, what, and when.

3.12 Factors that may lead to Training Needs:

Re-organization processes Business Process Re-engineering Process Improvements Reductions in Force Layoffs/Transfers/New Hires Staffing Changes/Promotions Re-locations New equipment/Technology Performance/Safety Issues Problems in Production/Safety New Systems/Procedures Changes in Laws/Regulations Succession Planning.


3.13 There are three levels of a training needs assessment:

Organizational assessment: Organizational assessment evaluates the level of organizational

performance. An assessment of this type will determine what skills, knowledge, and abilities an

agency needs. It determines what is required to alleviate the problems and weaknesses of the

agency as well as to enhance strengths and competencies, especially for Mission Critical

Occupation's (MCO). Organizational assessment takes into consideration various additional

factors, including changing demographics, political trends, technology, and the economy.

The organizational analysis should identify:

Environmental impacts (new laws such as ADA, FMLA, OSHA, etc.).

State of the economy and the impact on operating costs.

Changing work force demographics and the need to address cultural or language barriers.

Changing technology and automation.

Increasing global/world market places.

Political trends such as sexual harassment and workplace violence.

•Organizational goals (how effective is the organization in meetings its goals), resources

available (money, facilities; materials on hand and current, available expertise within the

organization).

Climate and support for training (top management support, employee willingness to

participate, and responsibility for outcomes).

The information needed to conduct an organizational analysis can be obtained from a

variety of sources including:

Organizational goals and objectives, mission statements, strategic plans.

Staffing inventory, succession planning, long and short term staffing needs.

Skills inventory: both currently available and short and long term needs, organizational

climate indices: labor/management relationships, grievances, turnover rates, absenteeism,

suggestions, productivity, accidents, short term sickness, and observations of employee

behavior, attitude surveys, and customer complaints.


Analysis of efficiency indices: costs of labor, costs of materials, quality of products,

equipment utilization, production rates, costs of distribution, waste, down time, late

deliveries, and repairs.

Changes in equipment, technology or automation.

Plans for reorganization or job restructuring.

Audit exceptions; reward systems.

Planning systems.

Delegation and control systems.

Employee attitudes and satisfaction.

Task Assessment: Task analysis provides data about a job or a group of jobs and the knowledge,

skills, attitudes and abilities needed to achieve optimum performance.

There are a variety of sources for collecting data for a task analysis:

Job description-- A narrative statement of the major activities involved in performing the job and the conditions under which these activities are performed. If an accurate job description is not available or is out of date, one should be prepared using job analysis techniques.

KSA analysis-- A more detailed list of specified tasks for each job including Knowledge, Skills, Attitudes and Abilities required of incumbents.

Performance standards-- Objectives of the tasks of the job and the standards by which they will be judged. This is needed to identify performance discrepancies.

Job inventory questionnaire-- Evaluate tasks in terms of importance and time spent performing.

Review literature about the job-- Research the "best practices" from other companies, review professional journals.

Ask questions about the job-- Of the incumbents, of the supervisor, of upper management.

Analysis of operating problems-- Down time, waste, repairs, late deliveries, quality control.

Individual assessment: Individual Assessment analyzes how well an individual employee is

doing a job and determines the individual's capacity to do new or different work. Individual

assessment provides information on which employees need training and what kind.


Sources of information available for a individual analysis include:

Performance evaluation -- Identifies weaknesses and areas of improvement.

Performance problems -- Productivity, absenteeism or tardiness, accidents, grievances,

waste, product quality, down time, repairs, equipment utilization, customer complaints.

Observation -- Observe both behavior and the results of the behavior.

Work samples -- Observe products generated.

Interviews -- Talk to manager, supervisor and employee. Ask employee about

What he/she believes he/she needs to learn.

Questionnaires -- Written form of the interview, tests, must measure job-related

Qualities such as job knowledge and skills.

Attitude surveys -- Measures morale, motivation, satisfaction.

Checklists or training progress charts -- Up-to-date listing of current skills.

3.14 The Training Needs Assessment Process:Determine Agency Benefits of Needs Assessment- this part of the process will sell and help the

decision makers and stakeholders understand the concept of the needs assessment. Needs

assessment based on the alignment of critical behaviors with a clear agency mission will account

for critical occupational and performance requirements to help your agency: a) eliminate

redundant training efforts, b) substantially reduce the unnecessary expenditure of training

dollars, and c) assist managers in identifying performance requirements that can best be satisfied

by training and other developmental strategies. To go beyond learning and actually achieve

critical behaviors the agency will also need to consider how required drivers will sustain desired

outcomes.

Key steps include:

Identify key stakeholders

Solicit support

Describe desired outcomes that will contribute to mission objectives

Clarify critical behaviors needed to achieve desired outcomes

Define required drivers essential to sustain the critical behaviors


Plan: The needs assessment is likely to be only as successful as the planning.

Set goals/objectives for the needs assessment

Evaluate organizational (agency) readiness and identify key roles

Evaluate prior/other needs assessments

Prepare project plan

Inventory the capacity of staff and technology to conduct a meaningful training

skills assessment and analysis

Clarify success measures and program milestones

Conduct Needs Assessment:

Obtain needs assessment data (e.g., review strategic plans, assess HR metrics review job

descriptions, conduct surveys, review performance appraisals)

Analyze data

Define performance problems/issues: occupational group/individuals

Describe critical behaviors needed to affect problems/issues

Determine and clarify why critical behaviors do not currently exist

Research integrated performance solutions

If training is the best solution, determine best training and development approach(es)

Assess cost/benefit of training and development approach(es); build a "business case"

Include organizational drivers needed to reinforce the critical behaviors that will affect

problems/issues

Describe how the critical behaviors will be monitored and assessed after implementation

of the improvement plan.


CHAPTER - 4 Findings of the Study


Findings from primary sources:Primary findings of my report based on questionnaire from Grameenphone Ltd. Report on

Training Needs Assessment. Findings derived from question-answer of sample personnel as

primary source and company's book and records as secondary sources and also from my

experience with visiting the company. Answers to the question on the subject matters have been

presented in table form and graph, which is self – explanatory. Besides this findings, from

records and observation have also been presented below in brief summery from.

1=Fully Disagree 2= Disagree, 3= Neutral, 4=Agree 5=Fully Agree

4.1 Familiarity working and training with teamsTable-01

Satisfaction level No of Employees Percentage (%)

Fully Disagree 0 0%

Disagree 2 10%

Neutral 5 25%

Agree 8 40%

Fully Agree 5 25%

Total 20 100%

Remarks: In table 1 it is found that among all the employees of Grameenphone Ltd. 25% is fully agree, 40% is Agree, 25% is Neutral, 10% is Disagree & there have no one with fully disagree in terms of familiarity working and training with teams. .


4.2 Benefits of TrainingTable -02


Fully Disagree 0 0%

Disagree 0 0%

Neutral 2 10%

Agree 2 10%

Fully Agree 16 80%

Total 20 100%

Remarks: In table 2 it is found that among all the employees of Grameenphone Ltd. 80% is fully Agree, 10% is Agree, 10% is Neutral, 0% is Disagree & there have no one with fully disagree in terms of Benefits of training.

4.3 Inter-professional TrainingTable -03


Fully Disagree 2 10%

Disagree 2 10%

Neutral 4 20%

Agree 6 30%

Fully Agree 6 30%

Total 20 100%

Remarks: In table 3 it is found that among all the employees of Grameenphone Ltd. 30% is fully Agree, 30% is Agree, 20% is Neutral, 10% is Disagree & 10% is Fully disagree in terms of Inter-professional training.

4.4 Learning and Performance through TrainingTable-04


Fully Disagree 1 5%


Disagree 3 15%

Neutral 5 25%

Agree 6 30%

Fully Agree 5 25%

Total 20 100%

Remarks: In table 4 it is found that among all the employees of Grameenphone Ltd. 25% is fully Agree, 30% is Agree, 25% is Neutral, 15% is Disagree &Fully Disagree is 5% in terms of Learning and performance of training.

4.5 Learning Environment through TrainingTable-05


Fully Disagree 0 0%

Disagree 0 0%

Neutral 5 25%

Agree 10 50%

Fully Agree 5 25%

Total 20 100%

Remarks: In table 6 it is found that among all the employees of Grameenphone Ltd. 25% is fully Agree, 50% is Agree,25% is Neutral, 0% is Disagree & Fully Disagree is 0% in terms of Learning and Environment.

4.6 Training increase capability skill of EmployeeTable-06


Fully Disagree 0 0%

Disagree 0 0%


Neutral 0 0%

Agree 10 50%

Fully Agree 10 50%

Total 20 100%

Remarks: In table 7 it is found that among all the employees of Grameenphone Ltd. 50% is fully Agree, 50% is Agree, 0% is Neutral, 0% is Disagree & Fully Disagree is 0% in terms of Skill of employees by training.

4.7 Team StructureTable-07


Fully Disagree 0 0%

Disagree 2 10%

Neutral 6 30%

Agree 5 25%

Fully Agree 7 35%

Total 20 100%

Remarks: In table 8 it is found that among all the employees of Grameenphone Ltd. 35% is fully Agree, 25% is Agree, 30% is Neutral, 10% is Disagree & Fully Disagree is 0% in terms of Increasing team structure by training.

4.8 Leadership Capability of EmployeeTable-08


Fully Disagree 1 5%

Disagree 2 10%

Neutral 1 5%

Agree 8 40%

Fully Agree 8 40%

Total 20 100%


Remarks: In table 9 it is found that among all the employees of Grameenphone Ltd. 40% is fully Agree, 40% is Agree, 5% is Neutral, 10% is Disagree & Fully Disagree is 5% in terms of Increasing leadership capability by training.

4.9 Communication Skill of Employee

Table-09Satisfaction level No of Employees Percentage (%)

Fully Disagree 0 0%

Disagree 3 15%

Neutral 5 25%

Agree 7 35%

Fully Agree 5 25%

Total 20 100%

Remarks: In table 10 it is found that among all the employees of Grameenphone Ltd. 25% is fully Agree, 35% is Agree, 25% is Neutral, 15% is Disagree & Fully Disagree is 0% in terms of communication skill of employee.

4.10 Inter-professional Training ExperienceTable-10


Fully Disagree 0 0%

Disagree 0 0%

Neutral 6 30%

Agree 6 30%

Fully Agree 8 40%

Total 20 100%

Remarks: In table 11 it is found that among all the employees of Grameenphone Ltd. 40% is fully Agree, 30% is Agree, 30% is Neutral, & there have no employee with Disagree & with Fully Disagree in terms of inter-professional training experience.


4.11 Before and After TrainingTable-11


Fully Disagree 0 0%

Disagree 2 10%

Neutral 5 25%

Agree 8 40%

Fully Agree 5 25%

Total 20 100%

Remarks: In table 11 it is found that among all the employees of Grameenphone Ltd. 25% is fully Agree, 40% is Agree, 25% is Neutral, 10% Disagree & with Fully Disagree in terms of Comparison between before and after training.

CHAPTER - 5 Analysis of the Findings


5.1 Familiarity working and training with teams:

If any organization can able to create 100% linkage between familiarity of working and training

with teams they can be succeed. After my research I have found that 65% employees of

Grameenphone Ltd. are agreeing with that there have linkage between familiarity of working and

training with teams only 10% employee are disagree with this.

5.2 Benefits of Training:There are several benefits of receiving training like, employees can have clear idea about their scope of work. Employees of Grameenphone ltd. they have also agreed with the idea that they are performing much better than those who are not receiving training.

5.3 Inter-professional Training:

Inter-professional training is a important aspect of any organization.60% employee of grameenphone limited are agree and 20% employee are disagree with this term.

5.4 Learning from Environment:

Learning can take place in many environments. Some are more suitable for a particular organization and some are not. In this study I have found Maximum employees (75%) are agreeing and 25% are neutral.


5.5 Skill of Employee:

Training should increase skill of employee. In a Grameenphone ltd.100% employee are fully agreed of this comment.

5.6 Team Structure:By the training programmed team structure are build properly.60%of employee are agree and 10% of employee are this agree with this comment.

5.7 Leadership Capability of Employee:

By providing the Trainings affect leadership quality of employees. In my study 80% of employee and 10% of employees disagree with this statement.

5.8 Communication Skill of Employee:

Trainings also increase the communication skill of employee. I have found 60% of employees are agreeing and 15% are disagreeing with this statement.

5.9 Before and After Training:

Comparison between before and after training I have found that 65% of employees agreeing and 10% of employees disagreeing with my study.


CHAPTER - 6Conclusion

andRecommendations


6.1 Conclusion:If the planning, project implementation and interim reviews have proceeded to plan, the training

assignment will have been carried out successfully. But this will probably be only the start of a

counting process of training, with that individual or with others in the work unit. The event can

now be one of further learning for the individual and for the trainer.

As soon as possible after the end of the assignment a final review should be held between the

learner and the trainer. This meeting gives the trainer the opportunity to review and discuss with

the learner all that has happened, ensuring that praise is given if it is due. Equally, if the

performance was less than what was intended, this should be discussed in an appropriate way. In

theory, if the system of interim reviews has been performed effectively, failure should be

minimal.

A useful start to the review is to seek the views of the learner as to how they felt the project had

progressed. Shortfalls can be discussed and plans made to ensure that they would not recur. The

reasons for success must also be questioned, so that any good practices learned might be used in

other circumstances or a repeat of the project. The review will end, as far as the learner is

concerned, with a restart of the cycle and action planning for the next stage of training.

But this is not the end for the trainer. The project and the review of its achievements reflect not

only how the learner has fared, but also the skill of the trainer in planning, organising,

implementing and reviewing training. The trainer, with feedback from the learner, can learn

much by critically examining all aspects of the approach, in both areas that were successful as

well as those that achieved less.

There is no doubt that, if performed effectively and comprehensively, training is an expensive

item in the trainer/manager’s time, particularly if there are a number of staff in the work unit-

everybody has the right to some form of development. But training is only one of the manager’s

roles, and only a certain amount of time can be spent on it. This may be insufficient to satisfy the

needs of all the employees. The solution lies in training itself. The busy line manager can use


some time by training others in the techniques and skills of training, so that they in turn can train

others.

Training is not an easy option, but it has numerous long-term and lasting benefits for all

concerned. Managed well it is less time consuming and difficult than is often imagined, but the

time involved is amply repaid with widely skilled, motivated and efficient people, whose

effectiveness will reflect well on the manager of the unit.

6.2 Recommendation: Grameenphone offers the best training for their employees because they know that the

employees can make them more proud in the business world. As a leading MNC GP is offering

well build training session for their employees. They can improve more if they following the

following Recommendation:

Offer extra amount of salary on the day of training.

Increase Familiarity working and training with teams

Employee should understood benefits of training

To developed inter-professional training

To developed team structure

Day must be announced within the possible time of the employees.

Sufficient break time and instrument should be provided.

The new system or feature should launch after training.

Attractive refreshment must be there on the training period.

Flexible office environment must be ensuring on the training time.

Offer attractive gifts like T-shirts, mugs, pen, notebook etc with the logo of GP as a gift.

Trainers need to be updated frequently.

To motivate the trainees.

Trainers must adapt themselves to technological changes.

Training process must be empirical.

Should follow the term “Difficult training easy working”


References:

1. GrameenPhone Website: www.grameenphone.com

2. GrameenPhone annual reports

3. GrameenPhone News Letter

4. Employee Training and Development, Prpfessor Dr. Abdul Awal Khan

5. A. A. Khan, Bangladesh Labor and Industrial Law, Pravati Prakashani, New Super Market,

Dhaka.

6. Mello, J. A. 2006, Strategic Human Resource Management, 2nd edition, Thomson/South-Western,

Stamford.

7. Noe, R. A. 2005, Employee Training and Development, 3rd edn, McGraw-Hill/Irwin, New York.

8. www.wikipedia.com


http://www.grameenphone.com/

Training Assessment Questionnaires

1. Demographics

Sex: Male ____ Female ____

Age: ____

Familiarity working and training with teams

Fully Disagree

Disagree Neutral Agree Fully Agree

How familiar are you with Working As part of an inter-professional team?How familiar are you with Training as part of an inter-professional team?

Benefits of Training

Fully Disagree


Did you think Training is an important part of an employee?

Inter-professional Training

Fully Disagree


The Inter-professional Team Communication Training is a valuable experience.


Learning and PerformanceFully Disagree


I enjoy learning in team based grameenphone activities.I perform well in team based grameenphone activities.I enjoy learning in simulated environment.I perform well in simulated environment.I enjoy learning opportunities that bring together students from other professions.I perform well in settings that bring together students from other professions.

Learning EnvironmentFully Disagree


Learning in small groups is a good use of training time.Learning with other grameenphone students is a good use of training time.Learning in simulated team exercises is a good use of training time.

Skill

Fully Disagree


I can work effectively in teams.I can contribute valuable insight to teams.I can easily facilitate communication between team members.I am not effective at delegating responsibility for tasks.I can effectively coordinate tasks and activities of a team.I am able to resolve conflicts between individuals effectively.I do not feel I can take on a leadership role in a team and be effective.Integrating information and suggestions into a plan is something I am not very good at.


Team Structure

Fully Disagree


It is important to ask customer for feedback regarding customer care.Patients are a critical component of the care team.This facility’s administration influences the success of direct care teams.A team's mission is of greater value than the goals of individual team members.Effective team members can anticipate the needs of other team members.High-performing teams in grameenphone share common characteristics with high-performing teams in other industries.

Leadership

Fully Disagree


It is important for leaders to share information with team membersLeaders should create informal opportunities for team members to share information.Effective leaders view honest mistakes as meaningful learning opportunities.It is a leader's responsibility to model appropriate team behavior.It is important for leaders to take time to discuss with their team members plans for each patient.Team leaders should ensure that team members help each other out when necessary.


Communication

Fully Disagree


Teams that do not communicate effectively, significantly increase their risk of committing errors.Poor communication is the most common cause of reported errors.Adverse events may be reduced by maintaining an information exchange with patients and their familiesI prefer to work with team members who ask questions about information I Provide.It is important to have a standardized method for sharing information when handing off patients.

Inter-professional Training ExperienceFully Disagree


Team members anticipated the needs of other team members.Patients/family members were utilized as critical components of the care team.Leaders discussed the patient’s plan with their team.Leaders shared information with team members.Leaders created opportunities for team members to share information (e.g., huddles, briefs).Leaders assigned tasks to team members to help team functioning.Team members scanned the environment for important situational cues.Team members demonstrated a shared mental model of the patient plan.


Team members offered help to another team member who appeared tired or stressed.Team members were consulted for their experience.Team members asserted patient safety concerns until heard.Team members asked for assistanceTeam members exchanged information with the patients and their families.

Before and After Training

Fully Disagree


BEFORE: the benefits of inter-professional education (IPEAFTER: the benefits of inter-professional education (IPE).BEFORE: the benefits of implementing Team STEPPS concepts.AFTER: the benefits of implementing Team STEPPS concepts.BEFORE: how to share information effectively in inter-professional team.AFTER: how to share information effectively in an inter-professional team.BEFORE: the importance of having a shared mental model in an inter-professional team.AFTER: the importance of having a shared mental model in an inter-professional team.BEFORE: how to advocate for the patient (e.g., CUS, Two-Challenge


Rule) in an inter-professional team. AFTER: how to advocate for the patient (e.g., CUS, Two-Challenge Rule) in an inter-professional team.BEFORE: the importance of offering assistance and asking for help as appropriate. AFTER: the importance of offering assistance and asking for help as appropriate.

ExpectationsWhat is the most important learning experience you took away from the training?

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Thank you for your participation


Tp 14dh595 Final

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