assignmen 2nd_819_training and develop autum 2010ment

8/4/2019 Assignmen 2nd_819_Training and Develop Autum 2010ment

http://slidepdf.com/reader/full/assignmen-2nd819training-and-develop-autum-2010ment 1/31

Department of Business AdministrationBlock No. 13, Sector H-8,Allama Iqbal Open University, Islamabad.

Training & Development (819)

Assignment No. 02

Submitted to:Ms. Sarwat Afzal

R-39, Block – 03, Unique Cottages,Gulistan-e-Johar, KARACHI(0333-340 9456)

Submitted by:

Muhammad Hammad ManzoorMBA (HRM) - 4th Semester

Roll No. 508195394

508, 5th Floor, Continental Trade Centre (CTC)

Block – 08, Clifton, KARACHI

(0321-584 2326)



Training and Development (819)

ACKNOWLEDGEMENT

All praises to Almighty Allah, the creator of the Universe who blessed me with the knowledge

and enabled me to complete this research. I feel great pleasure and honour to express my

sincere gratitude and heartfelt thanks to my worthy subject faculty member Ms. Sarwat Afzal,

for her guidance, encouragement and friendly attitude during the present study and

throughout the period of M.B.A (Semester IV).

I pay my thanks to all the Faculty of the Department & AIOU Karachi Campus Staff for their

kind support, constructive criticisms and real encouragement. I wish to thank Ms. Zehra

Jabeen for valuable discussions and knowledge sharing during the completion of this project.

I further wish to record my thanks to all my students, class fellows, well wishers and

especially Petroleum Exploration Pvt. Limited’s Mr. Javeed Azam (General Manager – HumanResource Management), Col. Aurangzeb, Khurram Shahzad, Rehan Hassan, Sohial, Waleem,

Javed for their help, valuable suggestions, whole hearted cooperation and prayers.

Finally, I owe all my academic success and progress in life to my loving parents and sisters,

whose affection, endless prayers, good wishes and inspiration remained with me for higher

ideals of life.

M. Hammad Manzoor

2By: M. Hammad Manzoor, MBA HRM-IV, 508, 5th Floor, Continental Trade Centre (CTC), Clifton – 08,

Karachi. (Roll No. 508195394)




Sr. No. Contents Description Page No.

1 Introduction• Approach of Training Development

• Objectives of Training & Development

•

Process of Training & Development

4-6

2 Review of Literature• Importance of Training & Development

• Training Program Evaluation• Purpose of Training Evaluation

• General Approaches to Training Evaluation

• Data Collection Methods

• Importance of communication in organization

6- 15

3 Practical study of Petroleum Exploration (Pvt.) Ltd.• Company Profile• Data Collection

16-23

4 Data AnalysisDemerits and Deficiencies

Merits & Strengths

24

5 Conclusions and Recommendations 25

6 References 26

7 Annexure• Feedback Form

Annex-I






Introduction:

The term training refers to the acquisition of knowledge, skills, and competencies asa result of the teaching of vocational or practical skills and knowledge that relate toto specific useful competencies. It forms

the core of apprenticeships and providesthe backbone of content at institutes oftechnology (also known as technicalcolleges or polytechnics). In additionto the basic training required for a trade,occupation or profession, observers of thelabor-market recognize today the needto continue training beyond initialqualifications: to maintain, upgrade andupdate skills throughout working life. Peoplewithin many professions and occupations may refer to this sort of training as

professional development.

Some commentators use a similar term for workplace learning to improveperformance: training and development. One can generally categorize such training ason-the-job or off-the-job:

• On-the-job training takes place in a normal working situation, using the actualtools, equipment, documents or materials that trainees will use when fullytrained. On-the-job training has a general reputation as most effective forvocational work.

• Off-the-job training takes place away from normal work situations — implyingthat the employee does not count as a directly productive worker while suchtraining takes place. Off-the-job training has the advantage that it allowspeople to get away from work and concentrate more thoroughly on the trainingitself. This type of training has proven more effective in inculcating conceptsand ideas.

Training differs from exercise in that people may dabble in exercise as an occasionalactivity for fun. Training has specific goals of improving one's capability, capacity,and performance.

Development

1. The systematic use of scientific and technical knowledge to meet specificobjectives or requirements.2. An extension of the theoretical or practical aspects of a concept, design, discovery,or invention.3. The process of economic and social transformation that is based on complexcultural and environmental factors and their interactions.






4. The process of adding improvements to a parcel of land, such as grading,subdivisions, drainage, access, roads, utilities.

Approach of training & Development:

Traditional Approach - Most of the organizations before never used to believe intraining. They were holding the traditional view that managers are born and notmade. There were also some views that training is a very costly affair and not worth.Organizations used to believe more in executive pinching. But now the scenario seemsto be changing.

The modern approach of training and development is that Pakistani Organizationshave realized the importance of corporate training. Training is now considered asmore of retention tool than a cost. The training system in Indian Industry has beenchanged to create a smarter workforce and yield the best results

Objectives Of Training And Development

The principal objective of training and development division is to make sure theavailability of a skilled and willing workforce to an organization. In addition tothat, there are four other objectives: Individual, Organizational, Functional, andSocietal.

Individual Objectives:Help employees in achieving their personal goals, which in turn, enhances theindividual contribution to an organization.

Functional Objectives:Maintain the department’s contribution at a level suitable to the organization's needs.

Organizational Objectives:Assist the organization with its primary objective by bringing individual effectiveness.



Objectives of

Training &

Development

Individual

Objectives

Functional

Objectives

Organizational

ObjectivesSocietal

Objectives




Societal Objectives:Ensure that an organization is ethically and socially responsible to the needs andchallenges of the society.

Process of Training & Development

Determine the mission of the organization.

Define the job functions/requirements of each employee.

Determine the training needs of the department.

Decide which are the most important objectives/priorities of the organization.

Know how much time/money is available.

Evaluate the curriculum. Does it mirror the objectives, needs, andmission of the organization?

Importance Of Training & Development

Optimum Utilization of Human Resources - Training and Development helps inoptimizing the utilization of human resource that further helps the employeeto achieve the organizational goals as well as their individual goals.

Development of Human Resources - Training and Development helps to providean opportunity and broad structure for the development of human resources'technical and behavioral skills in an organization. It also helps the employees inattaining personal growth.

Development of skills of employees - Training and Development helps inincreasing the job knowledge and skills of employees at each level.

Productivity training and development helps in productivity of the employeesthat helps the organization further to achieve its long-term goal.

Team spirit - Training and Development helps in inculcating the sense of teamwork, team spirit, and inter-team collaborations. It helps in inculcating thezeal to learn within the employees.

Organization Culture - Training and Development helps to develop and improvethe organizational health culture and effectiveness.






Organization Climate - Training and Development helps building thepositive perception and feeling about the organization. The employeesgetthese feelings from leaders, subordinates, and peers.

Quality - Training and Development helps in improving upon the quality of work

and work-life.

Healthy work environment - Training and Development helps in creatingthe healthy working environment. It helps to build good employee,relationship so that individual goals aligns with organizational goal.

Health and Safety - Training and Development helps in improving thehealth and safety of the organization thus preventing obsolescence.

Morale - Training and Development helps in improving the morale of the workforce.

Image - Training and Development helps in creating a better corporateimage.

Profitability - Training and Development leads to improved profitability andmore positive attitudes towards profit orientation.

Training Program Evaluation:

A vital aspect of any sort of evaluation is its effect on the person being evaluated.

Feedback is essential for people to know how they are progressing, and also,evaluation is crucial to the learner's confidence too.And since people's commitment to learning relies so heavily on confidence and abelief that the learning is achievable, the way that tests and assessments aredesigned and managed, and results presented back to the learners, is a veryimportant part of the learning and development process. People can be switched off the whole idea of learning and development veryquickly if they receive only negative critical test results and feedback. Always lookfor positives in negative results. Encourage and support - don't criticize withoutadding some positives, and certainly never focus on failure, or that's just what you'll

produce.

This is a much overlooked factor in all sorts of evaluation and testing, and since thiselement is not typically included within evaluation and assessment tools the point isemphasised point loud and clears here.

So always remember - evaluation is not just for the trainer or teacher ororganization or policy-makers - evaluation is absolutely vital for the learner too,






which is perhaps the most important reason of all for evaluating people properly,fairly, and with as much encouragement as the situation allows.

Most of the specific content and tools below for workplace training evaluation isbased on the work of Leslie Rae, an expert and author on the evaluation of learning

and training programmes and this contribution is greatly appreciated. W Leslie Raehas written over 30 books on training and the evaluation of learning - he is an expertin his field. His guide to the effective evaluation of training and learning, trainingcourses and learning programmes, is a useful set of rules and techniques for alltrainers and HR professionals.

Purposes of Training Evaluation :The starting point must be to consider why one wishes to carry out any sort of

evaluation. What kinds of purposes are intended to be served by the exercise? There

are four main purposes that are most likely to be covered by evaluation activities,

and each of these is most likely to be the concern of different groups of stakeholders

(i.e. the people who have some legitimate claim to find out what effects the

training). The figures below shows four main purposes as partially overlapping circles.

That means that in many cases particular evaluation studies manage to combine more

than one purpose, even though on or other of them usually predominates. A gap in

the middle of the four circles has been deliberately left, which is intended to

represent the hollow ritual of using elevations without having any clear idea of why

they are being conducted.

Proving:The notion of Proving is most commonly seen as the ideal aim of the evaluation. Thusa study can be designed in order to demonstrate that a particular course has, or hasnot, had a particular effect on trainees, and that it therefore is, or is not, worth theamount of time and money that is being spent on it.Controlling:



Learning

Controlling

ImprovingProving




Once a particular program or course has been approved by its sponsors the job is veryoften handed over to the experts to design, develop, and evaluate the program.Particularly it if a course is to be run by people other than designers, and then theywill be often very keen to be able to monitor and check that the course is beingdelivered according to the specification. This general aim of controlling is usually

incorporated in the evaluation procedures adopted by large organizations; it is alsoquiet a common feature where program manager or deans wish to check whethertheir various instructors and professors are performing up to the required standard.

Improving:The Third general purpose of training is improving the training and education productsor the process. Evaluation procedures aimed at improving usually focus in some detailon structure and design of courses, and leave space for participants, comments onhow things might be changed and adapted in order better to suit their needs.

Learning:

It is also possible for evaluation to be designed in such a way that it facilities thelearning of the participants themselves. In some respects, that is what formalassessment and examination system can do; they provide targets and deadlines whichare intended to motivate the students to work harder and to focus their efforts. Someassessments systems can be design to contribute to the quality of learning as well asas to its quantity. This is often an aim of open book exams or project assessment andexamination systems do; they do provide.

General Approaches to Evaluation :

Four general models of evaluation are famous for their key features,

SCIENTIFIC MODEL:



SYSTEMS

INTERVENTIONI

ST

SCIENTIFIC

ILLUMINATIVE




The scientific model is based on what is sometimes pointed out to bemisunderstandings of the way natural sciences work. There is similarity between thismodel and the way much agricultural research is conducted. Thus, typically, if onewishes to find out the effects of a particular fertilizer on yields of wheat, one wouldnormally plant a patch of wheat with fertilizer and compare this to a similar patch of

wheat planted without the fertilizer (and for good measure one might also comparethis to the effects of several other fertilizers) all of course grown in the same oilunder exactly the same circumstances, In theory, model looks like quiet a good one.But in practice, it does not work because trainees are not a plentiful or asstandardized as are seeds and their conditions for learning application back on the jobare quiet different; they also have quite a lot of influence over what, how andwhether they learn anything from the training they receive.

Scientific Systems Illuminative Interventionist

Main PurposeProving Controlling,

ImprovingProving: Improving Improving:

LearningMethods/features Measure/ pre-post

test, controlgroups; statistics

Rating Scales, outcomes comparedto objectives

Observation;progressivefocusing; discussion

Shortquestionnairesand interviews;focus onstakeholdersquestion

Usage Very rarely used;largely myth

Most commonmodel for trainingevaluation

Useful for newprogrammes, insidestory

Adopted byconsultants,effective leverfor changingthings

Weaknesses Usuallyinconclusive;complex andexpensive, oftenirrelevant

Pickups trivialoutcomes, assumesobjectives are real

Costly; difficult touse results

May be seen asbiased

SYSTEMS MODEL:The systems model is the most commonly applied and recommended for trainingcourses. This usually takes the form of handling out questionnaires and rating scalesto participants on courses and occasionally following up on their reactions and

thoughts after the whole thing is finished. Unfortunately, it is usual for evaluation totake place to stop after the reactions stage, and it is rather rare for any systematicfollow-up to take place. This is partly because of the cost of tracking down peoplewho have left the premises, and partly because trainees become less positive aboutcourses and their applicability once they are have returned to their own workplace.The verdict, therefore, on the system model is that idea, that it can sometimesproduce useful information for the trainers.ILLUMINATIVE MODEL:






The Illuminative model was developed partly as a reaction to what was seen thesterility of scientific evaluation models. Illuminative evaluators rarely use measures ortests, preferring to talk to trainees and participants in depth, and to observe whattakes place over quiet a long period of time. It is of course quiet a costly method, butit does have the value of providing radical perspective on what is talking place.

INTERVENTIONIST MODEL:The interventionist approach is geared more towards answering the questions ofstakeholders and producing information which can lead to changes taking place. It ismore pragmatic than the other three models in the sense that is adopts whichever ofthe standard methods seem to be appropriate (i.e. observation, questionnaires orinterviews), but it scales them down so that they are no more than the minimumrequired to answer whatever questions are at stake. As such it is quiet a useful andcost effective model for consultancy interventions in training systems that are alreadyestablished.






DATA COLLECTION METHODS:

The majority of the evaluation data is usually obtained in the form of the directreports (either spoken or written) from participants and other involved with aprogram. Other methods, such as observation and examining records, have more

specific uses, but they can also be used to supplement direct reports.

Evaluation methods should be determined based on the goals of the training processand should meet the demands of the various stakeholders involved. Every organizationhas multiple stakeholders and not everyone within the organization has the sameinformation needs. Typically, organizational stakeholder groups include the trainingdepartment, employees and business units. Their information requirements fall intotwo categories: whether the competencies have been learned and whether thelearning has been applied toward improved performance.

ASSESSMENT OF COMPETENCY LEARNING

The assessment of competency learning, whether the training material has beenlearned, is best conducted at the individual level. It is at the individual level thatorganizations are able to assess employees’ reactions and increased understanding.Reactions are important because, if students react negatively to a course, they areless likely to transfer what they learned to their work. Increased understanding interms of new or improved knowledge, skills and abilities is the primary aim of atraining event.

The training department requires information about competency learning todetermine the effectiveness of training delivery and approach. Data concerning theoverall effectiveness of training procedures, appropriateness of media and instruction

methods and other issues relating to possible revisions in instructional design mayprove to be very valuable to the training department and will assist them in betterserving the needs of the other stakeholders involved. This information can beobtained through:

• Questionnaires - Questionnaires offer a structured tool that may provide bothquantitative and qualitative information about employee reactions to thetraining event. The questionnaire should focus on both training content anddelivery. The training content section should target questions to ascertainwhether the training materials provide useful information that will assist inperforming work tasks and whether the employee is more knowledgeable aboutthe subject matter following the training event. The training delivery sectionshould determine whether the information was presented in a logical order, atthe appropriate level of detail and in an appropriate format.

This information will assist the training department in determining how thetraining material should be revised or supplemented and whether the trainingmedium used is best suited to the training content. It will also allow the






training department to maintain an internal inventory of training vendors orofferings that have been rated best or least effective.

• Knowledge Review - Knowledge reviews offer an objective means ofdetermining whether training content has been learned. Knowledge reviews

refer to a general group of assessment tools in which employees read questionsand respond in writing. The knowledge reviews may be administered bydelivering the tool at the start and end of the training event. The tool shouldbe developed as a short answer or multiple-choice instrument using the samequestions in each administration, presented in a different order. The questionson the knowledge review should adequately address the learning objectives ofthe training. The results of each administration of the knowledge review can becompared to measure knowledge transfer during the training event. Thisinformation will be useful in assisting the training department to improve thecourse material.

• Observation - Observation is another evaluation method that providesinformation regarding employee reactions to the training. Training departmentpersonnel should observe employee interaction, level of engagement withtraining instructors and responses to course content. This evaluation techniquemay be informal or highly structured. Informal observation can be used toprovide general information about the training structure. Alternatively, highlystructured observation focuses on monitoring particular points in the trainingevent and commonly involves the utilization of a checklist of the points to beobserved.

• Records – Records provide another medium for gathering evaluation data, and

here one can distinguish between existing records and those that aredeliberately created for or by the evaluator. When a complete outsider isinvolved in the evaluation, it is usually advisable to find out what has beenwritten about the programme at different stages in its conception, design,promotion and implementation.

• Participants Information – One of the other medium is to obtain informationfrom the participants directly and other interested parties. These commentscan either be written or spoken, and in each case they may be conducted in anopen or closed way (an “open” question is one which gives people space inwhich to write, in their own words, their own comments, thoughts.

• Written Comments – Written comments usually have to be structured aroundan acceptable focus, such as formal aspects of the course, the nominationprocedure, or what has taken place since the course was completed. It is lessacceptable to ask the people to comment how on how they have been sleeping,whom they have been arguments with, or what kind of informal chats theyhave been having with colleagues in the bar.






Employees also require information about competency learning. However, theinformation provided to employees should be related to their ability to do their jobbetter. These stakeholders will benefit by understanding their own strengths andweaknesses and how they have been addressed through the training process. Thisinformation can be obtained through:

• Employee Portfolio - The employee portfolio is an effective means of providinginformation to employees as well as their managers about the level of masteryof particular knowledge, skills or abilities following a training event. Theemployee portfolio should be designed to be used for informational purposesonly. The results of the portfolio are not intended to be linked to employeeperformance evaluations.

To implement this concept, employees should be required to identify thelearning objectives of the training and within a 60-day time frame develop awork sample for review by the manager that demonstrates the application of

their learning. The business unit manager should be required to ensure thatwithin that time frame employees are assigned activities that will allow themto produce the portfolio. After receiving the portfolio, the manager shouldreview it and provide feedback to the employee on strengths and areas forimprovement.

• Skill Gap Analysis - Another means of providing employees information abouttheir skill development is to require business unit managers to conduct anassessment of each employee’s level of knowledge, skills and abilities relativeto the level required for successful performance in the position. The Skill GapAnalysis can be administered using a survey instrument. A skill gap occurs when

an employee is rated with a lower level of skill than the position requires. Thisassessment should be used for informational purposes only and should not belinked to the employee evaluation process. Employees can use the results ofthis assessment to track their skill development over time from their manager'sperspective.

ASSESSMENT OF COMPETENCY APPLICATION

The assessment of competency application, whether the competencies have beenapplied to improve performance and justify the investment, is best conducted at theorganizational level, where performance changes can be assessed and related totraining costs incurred. If, as a result of training, employees are using appropriatebehaviors on the job, this should have a positive impact on their performance.However, the level of performance improvement should justify the expenditure.

For the business units, the training evaluation process can provide opportunities todetermine how competencies are being applied on the job. The information will assistthem in making sound business decisions and determining training priorities. Thisinformation can be obtained through:






• Analysis of Organizational Performance Measures - Organizational performancemeasures identify the metrics against which successful business unit operationscan be evaluated. These measures will enable performance tracking to identifytrends and areas requiring further attention and/or interventions. As a trainingevaluation method, the changes in organizational performance measures should

be compared to the employee Skill Gap Analysis. This comparison will identifythe relationships between skill development and business performance.Information derived from this analysis will allow business unit managers toidentify performance strengths and areas for improvement and make decisionsabout where additional training may be required. The use of organizationalperformance measures to assess training allows business units managers to beresults-oriented and business-focused in their prioritization of trainingrequirements.

• Analysis of Training Return on Investment (ROI) - ROI is a measure of themonetary benefits obtained by an organization over a specified time period inreturn for a given investment in a training program. ROI can be used both to

justify a planned investment and to evaluate the extent to which the desiredreturn was achieved. ROI is calculated by making estimates or obtainingmeasurements of the costs and benefits associated with a training program.Using this information, the business units can effectively assign and applyresources to improve performance and ensure organizational success.






Practical Study of Petroleum Exploration (Pvt.) Ltd.

Company Portfolio

Incorporated in June 1994 under the Companies Act, Petroleum Exploration (Private)Limited (PEL) is based at Islamabad, Pakistan. PEL charter fulfills Government ofPakistan strategic policy objectives of creating indigenous corporate entities in theprivate sector for exploration and production of hydrocarbon deposits.

Under the dynamic leadership of Mr. Zaheeruddin, Chairman and Chief Executive, PELhas embarked upon a very aggressive exploration program to rapidly search newdeposits of hydrocarbons and undertake its development of new discoveries on fast

track basis.

PEL has a highly experienced team of petroleum professionals including geologists,geophysicists, petroleum and process engineers, and financial experts. It isadequately equipped with logistics and support services. PEL has recently engaged anindustry renowned Stanford alumnus Dr. Gulfaraz Ahmed as the Chief OperatingOfficer. He is committed to developing PEL into a well resourced integrated team ofcutting-edge expertise. PEL believes in optimally exploiting knowledge/technology byoutsourcing to the leaders in service industry. PEL has concluded an agreement withD&S International Consulting Limited, Calgary Alberta, Canada, for the provision oftechnical services.

The company looks to the future and takes pride in being the pioneer local gasproducing company in the private sector. PEL has been established with the aim ofdeveloping a strong indigenous base in exploration and production activities. Thecompany is totally committed to exploring and exploiting the undiscovered oil and gasresources in Pakistan, and building a reputation of dynamic player competing withmajor upstream petroleum companies in the world.

PEL has already fostered close working relationships with the Government of Pakistanand major multinational oil and gas companies operating in Pakistan.

In Pakistan PEL have 10 onshore and 3 offshore exploration licenses, 6 developmentand production leases, and 2 non-operated joint-venture blocks. PEL has so far drilled12 wells in joint ventures involving an expenditure of US$33 Million. It is presentlyproducing 34 MMSCFD of natural gas from four gas fields. PEL is committed toinvesting over US$300 Million on exploration and development in its concession areas.






PEL holds exploration and production rightsover 17,300 km2 area in some of the bestproven and potential areas for hydrocarbonfind in Pakistan.

Currently PEL acreage portfolio consists of 06development and production leases and 10exploration licenses, 03 offshore explorationlicenses and 02 non-operated licenses.

PEL Joint Venture Partners

The diversity of operating companies which arejoint venture partners with PEL clearly shows their confidence in PEL as a soundoperating company. Below is the list of our esteemed joint venture partners.

• GHPL (Government Holdings Private Limited)• PPL (Pakistan Petroleum Limited)• PEII (Pyramid Energy International Incorporated)• OGDCL (Oil & Gas Development Company Limited)• BP (British Petroleum)• FHPL (Frontier Holdings Private Limited)• SHERRITT International Oil & Gas Limited• SPUD Energy Limited• OGIL (Oil & Gas Investments Limited)• MGCL (Mari Gas Company Limited)

• OMV Pakistan






Data Analysis:

In view of above, PEL is actually an organization with several ongoing exploration

projects so keeping in view the topic I have selected only one team from its project

Badin IV North Block and describing down under data collection method for trainingof a technical software name Geographix (by Halliburton Resources, America). For

this sake the ORGANOGRAM of the training team is given below as;

This hierarchy shows the technical relationship amongst the professionals through

whom training flow is floating on fast track basis for the sake of exploration activities

in Badin North Block.

Training of young and senior professionals is playing a very important role in the

rectification of matters which needs to be addressed from time to time on immediate

basis.

On the basis of the provided data by the PEL’s manager human resources, the

following points are analyzed and reviewed and finally conversed with the

management:

•

Chairman/Chief Executive has the responsibilities of reconciling the matterswith Govt. of Pakistan like on acreage allocation, Logistics and taxation etc.

• COO, is coordinating with CE for the solution of the matters with Govt. and his

peers including SGM and the GMs.

• SGM is being reported by GM (Exploration), GM (Process) and GM (Finance).

• GM (Exploration) is supported by Manager Exploration & Manager Exploration.

• Manager Exploration is supported by two Senior Geophysicist






• Senior Geophysicist hold the three geophysicist along with three Tr.

Geophysicist for each Geophysicist

Geographix Training had been arranged by PEL management for Trainee Geophysicist

and Geophysicist at Land Mark Resources (LMKR), Islamabad for making them train to

work on Seismic Interpretation.

Data Analysis Methods:

Data Analysis had been carried out by different methodologies after completion of the

Geophysical Training by the exploration team in the following ways;

Observation Method:

An observer had been assigned during the training session; she was a foreign qualified

experienced geophysicist having an experience of Ten (10) years. She attended the

course all the way with the fresh graduates and made her observation report, whichhighlighted the future strategy for designing the training course for Geographix

Software Interpretation Suit.

Record Method:

Record Method had been used another medium for this training session. Chris Stephen

had been assigned to observe the previous record. He reviewed all the previous

working, documents and report for conception, design, promotion and

implementation. Record method had been worked out by Chris Stephen in the form of

Audio set up for strategizing the courses in future.

Participant Information Method (PIS):

Another method had been adopted by Human Resource Department, i.e. PIS method.

They managed to have a meeting with each participant and collected the information

about the training course for the attending professionals. Informal discussion had

been made to sort out the information regarding the conduction of course with the

participant.

Questionnaire Form:

Questionnaires forms had been utilized for collection of quantitative and qualitativeinformation about employee reactions to the training event. The questionnaire hadbeen focused on both training content and delivery. The training content section hadbeen targeted in questions to ascertain whether the training materials provide usefulinformation that will assist in performing work tasks and whether the employee ismore knowledgeable about the subject matter following the training event.






1) How have the courses you have attended helped you with the job ofGeophysicist?

2) Which course do you think you gained the most from during the last year and

why?

3) Which course has been least helpful and why?

4) If you have been unable to attend any training during the last year, why?

5) Have you found the evening and weekend courses more accessible?

6) Have you found the training has helped provide underpinning knowledge forGeophysical Interpretation Software?

7) Are you interested in On-line Geographix Advance Training?

8) Are there any other training areas we should consider? Please list:

9) Any other comments:

Feedback Form:

Feedback evaluation form had been used regarding the training and its output of the

training in the form of ample comments for the fruitfulness of the training, lecture,

materials held by LMKR, Islamabad (Annexure – I)






Merits, Demerits, Strengths and Deficiencies:

Merits & Strengths:

• The company is wholly Pakistani owned and has the bright future in the energysector of Pakistan.

• Senior and superior professionals have been engaged with for the exploration

and production of hidden energy natural assets of Oil and Gas.

• The company has very aggressive future plans for drilling and production of Oil

and Gas.

• The company is fully equipped with modern day equipment for the facilitation

of employees to enhance their performance effectively.

• Organized communication channel, shown in the attached Organogram, been

used for spreading information from bottom to top management.• Under the proctorship of Mr. Zaheeruddin the company is developing by leaps

and bounds and spreading its business throughout Pakistan and abroad.

• Have Joint Venture with almost 70% E&P companies operating in Pakistan.

• Mr. Zaheeruddin was awarded the best business man for the year 2007 by the

Prime Minister of Pakistan.

• The departments like Exploration, Production and Process are working cordially

and proving to be the back bone of each other.

• Mr. Zaheeruddin and Co. does have very good relations with Govt. which is very

important especially in the matter of acreage allocation.

• The company is on the verge of developing several ongoing projects which

would prove a real epic in the disastrous power and energy shortage situation

of the country.

• Equal opportunity Employer.

Demerits and Deficiencies:

• Lack of access new international literature and professional practices

• Lack of systematic management leading to duplication

• Lack of quality of technical equipments and accessible resources

• Lack of promotion of self-development

• Lack of a link between theories and practices

• Lack of necessary knowledge and skills about new learning strategies at

all levels;

• Lack of suitable alternative model for in-service training






Conclusions and Recommendations:

• Future entrepreneur of in Pakistan energy sector.

• HR department can be strengthened by hiring management professionals who

can add the value to its business.• Necessary knowledge and skills about new learning strategies at all levels;

• Accreditation of the new software training and staff development programs

offered by various other giant software providers

• A critical mass of local experts to spread the new knowledge and skills

• Suitable alternative model for in-service training






References:

A special tribute and thanks to the following professionals of Petroleum Exploration

(Pvt.) Ltd for cooperating in providing data and fruitful assistance.

Name Designation Contacts

Javeed Azam General Manager HR [email protected]

Muhammad Usman Javed Manager HR [email protected]

Muhammad Hasnain Senior Geophysicist [email protected]



mailto:[email protected]









Annexure- I: (Feed Back Evaluation Performa)

Learning objectives

1. How did the course meet your learning objectives?

1. Not met

2.

3.4.

5. Fully met

Comments and suggestions.

2. How was the duration of the course?

1. Too short. Couldn't learnenough in such a short time.

2. A little too short

3. Just fine

4. A little too long

5. Definitely too long. Theconcepts could be learned inmuch less time.

Comments and suggestions.

Lecture materials

3. How helpful were the lecture materials?

1. Not helpful. Made things moredifficult to learn and understand.

2.

3.

4.

5. Really made things easier tounderstand and learn.

Comments and suggestions

4. Will you recommend these materials to others?

1. No. Not helpful withoutfollowing the sessions.

2.

3.

4.

5. Definitely.


5. If you have Linux project opportunities, will you use these materials again in the future?

1. No. I will look for othersources of information.

2.

3.

4.

5. Definitely.


Instructor added value

6. How knowledgeable was the instructor?

1. Not enough for my owntechnical experience.

2.

3.

4.

5. More than enough for my ownexperience.


7. Did instructor oral explanations add value to the lecture materials?






1. No added value to reading thematerials.

2.

3.

4.

5. Yes. The instructor reallymade very useful oral

explanations.

Comments. Don't hesitate to suggest things that could help the instructorimprove his or her oral message and skills!

8. How well did the instructor answer questions from the audience?

1. Poorly. Didn't try tounderstand the questions well orrarely managed to find usefulanswers.

2.

3.

4.

5. Answered very well toquestions from the audience.


9. Was the instructor helpful with practical labs?

1. No, not enough available andhelpful during the labs.

2.

3.

4.

5. Yes. The instructor definitelyhelped to make labs a learningopportunity.

Comments.

Training labs

10. How useful were the training labs?

1. Not useful. Didn't addsignificant value to the lectures.

2.

3.4.

5. Very useful. Helped tohighlight things not understoodand build useful experience.


11. How difficult were the training labs?

1. Too difficult. Didn't help or even discouraged a beginnerto get more familiar with the tools and concepts.

2. A bit too difficult. Would be better if the lab instructionsgave a bit more details and explanations.

3. Just fine. Prompted me to look for answers, get my ownexperience and find my own solutions.

4. Too easy for my own technical level.

5. Too easy for everyone. Should challenge participants

more and help everyone to practice on real issues.


12. Was enough time dedicated to the practical labs?

1. No. More practice is needed

2. A little bit more time wouldhelp.

3. Just fine

4. A little bit less time would beenough.

5. Don't need to spend so muchtime on labs. On-the-job practice







is best anyway.

Training conditions

In the below three questions, you also rate the training environment. This can help people in charge of thetraining facilities to improve their service and training conditions for future sessions. So, please rate the belowpoints, even if some were not provided by Free Electrons (training room, computers...).

13. How do you rate training conditions (room size, equipment, environment...)?

1. Poor.

2.

3.

4.

5. Very good.


14. How do you rate the training equipment (mainly computers)?

1. Poor. Not powerful enough toexecute practical labs.

2.

3.

4.

5. Very good. Very little timewaiting, more time learning.


15. How well was the course organized (program, registration, schedule...)?

1. Not well.

2.

3.

4.

5. Very well


OVERALL RATING

16. How much did you learn?

1. Definitely not much.

2.

3.

4.

5. Definitely more than Iexpected.


17. How useful should this course be in your daily job?

1. Not useful.

2.

3.

4.

5. Very useful. Will make my jobeasier and more productive.


18. Would you recommend this course to others?

1. No.

2.3.

4.

5. Yes, definitely.


19. Overall rating

1. Very disappointing

2. Disappointing

3. A little bit disappointing

4. OK

5. Pretty good

Any other comments and suggestions that you couldn't make in the othersections






6. Very good

7. Excellent






M. Hammad Manzoor

508195394

# 508, 5th Floor,

Continental Trade Centre,Clifton - 08, KARACHI. (0321-

Training &

081902

Ms. Sarwat Afzal

R-39, Block-3,

Unique Cottoge, Gulistan

KARACHI. (0333-340

assignmen 2nd_819_training and develop autum 2010ment

Documents