Assignmen 2nd - 819 - Training and Develop Autum 2010ment

Department of Business Administration
Block 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 Manzoor MBA (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. Limiteds Mr. Javeed Azam (General Manager Human
Resource 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
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By: M. Hammad Manzoor, MBA HRM-IV, 508, 5th Floor, Continental Trade Centre (CTC), Clifton 08, Karachi. (Roll No. 508195394)
Sr. No.
1 Introduction

Contents Description
Approach of Training Development Objectives of Training & Development Process of Training & Development Importance of Training & Development Training Program Evaluation Purpose of Training Evaluation General Approaches to Training Evaluation Data Collection Methods Importance of communication in organization Company Profile Data Collection
Page No.
4-6
Review of Literature
6- 15
3 4
Practical study of Petroleum Exploration (Pvt.) Ltd.
16-23 24
Data Analysis
Demerits and Deficiencies Merits & Strengths
Conclusions and Recommendations
25
References
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Annexure
Feedback Form
Annex-I
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Training and Development (819) Introduction:

The term training refers to the acquisition of knowledge, skills, and competencies as a result of the teaching of vocational or practical skills and knowledge that relate to to specific useful competencies. It forms the core of apprenticeships and provides the backbone of content at institutes of technology (also known as technical colleges or polytechnics). In addition to the basic training required for a trade, occupation or profession, observers of the labor-market recognize today the need to continue training beyond initial qualifications: to maintain, upgrade and update skills throughout working life. People within many professions and occupations may refer to this sort of training as professional development. Some commentators use a similar term for workplace learning to improve performance: training and development. One can generally categorize such training as on-the-job or off-the-job:
On-the-job training takes place in a normal working situation, using the actual tools, equipment, documents or materials that trainees will use when fully trained. On-the-job training has a general reputation as most effective for vocational work. Off-the-job training takes place away from normal work situations implying that the employee does not count as a directly productive worker while such training takes place. Off-the-job training has the advantage that it allows people to get away from work and concentrate more thoroughly on the training itself. This type of training has proven more effective in inculcating concepts and ideas.
Training differs from exercise in that people may dabble in exercise as an occasional activity 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 specific objectives 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 complex cultural and environmental factors and their interactions.
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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 in training. They were holding the traditional view that managers are born and not made. 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 seems to be changing. The modern approach of training and development is that Pakistani Organizations have realized the importance of corporate training. Training is now considered as more of retention tool than a cost. The training system in Indian Industry has been changed 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 the availability of a skilled and willing workforce to an organization. In addition to that, there are four other objectives: Individual, Organizational, Functional, and Societal.
Objectives of Training & Development
Individual Objectives
Functional Objectives
Organizational Objectives
Societal Objectives
Individual Objectives: Help employees in achieving their personal goals, which in turn, enhances the individual contribution to an organization. Functional Objectives: Maintain the departments contribution at a level suitable to the organization's needs. Organizational Objectives: Assist the organization with its primary objective by bringing individual effectiveness.
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Societal Objectives: Ensure that an organization is ethically and socially responsible to the needs and challenges 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, and mission of the organization?
Importance Of Training & Development

Optimum Utilization of Human Resources - Training and Development helps in optimizing the utilization of human resource that further helps the employee to achieve the organizational goals as well as their individual goals. Development of Human Resources - Training and Development helps to provide an opportunity and broad structure for the development of human resources' technical and behavioral skills in an organization. It also helps the employees in attaining personal growth. Development of skills of employees - Training and Development helps in increasing the job knowledge and skills of employees at each level. Productivity training and development helps in productivity of the employees that helps the organization further to achieve its long-term goal. Team spirit - Training and Development helps in inculcating the sense of team work, team spirit, and inter-team collaborations. It helps in inculcating the zeal to learn within the employees. Organization Culture - Training and Development helps to develop and improve the organizational health culture and effectiveness.
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Organization Climate - Training and Development helps building the positive perception and feeling about the organization. The employees getthese 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 creating the 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 the health and safety of the organization thus preventing obsolescence. Morale - Training and Development helps in improving the morale of the work force. Image - Training and Development helps in creating a better corporate image.
Profitability - Training and Development leads to improved profitability and
more 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 a belief that the learning is achievable, the way that tests and assessments are designed and managed, and results presented back to the learners, is a very important part of the learning and development process. People can be switched off the whole idea of learning and development very quickly if they receive only negative critical test results and feedback. Always look for positives in negative results. Encourage and support - don't criticize without adding 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 this element is not typically included within evaluation and assessment tools the point is emphasised point loud and clears here. So always remember - evaluation is not just for the trainer or teacher or organization or policy-makers - evaluation is absolutely vital for the learner too,
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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 is based 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 Rae has written over 30 books on training and the evaluation of learning - he is an expert in his field. His guide to the effective evaluation of training and learning, training courses and learning programmes, is a useful set of rules and techniques for all trainers 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.
Learning Proving Controlling Improving
Proving: The notion of Proving is most commonly seen as the ideal aim of the evaluation. Thus a study can be designed in order to demonstrate that a particular course has, or has not, had a particular effect on trainees, and that it therefore is, or is not, worth the amount of time and money that is being spent on it. Controlling:
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Once a particular program or course has been approved by its sponsors the job is very often 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 they will be often very keen to be able to monitor and check that the course is being delivered according to the specification. This general aim of controlling is usually incorporated in the evaluation procedures adopted by large organizations; it is also quiet a common feature where program manager or deans wish to check whether their various instructors and professors are performing up to the required standard. Improving: The Third general purpose of training is improving the training and education products or the process. Evaluation procedures aimed at improving usually focus in some detail on structure and design of courses, and leave space for participants, comments on how 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 the learning of the participants themselves. In some respects, that is what formal assessment and examination system can do; they provide targets and deadlines which are intended to motivate the students to work harder and to focus their efforts. Some assessments systems can be design to contribute to the quality of learning as well as as to its quantity. This is often an aim of open book exams or project assessment and examination systems do; they do provide.
General Approaches to Evaluation:

Four general models of evaluation are famous for their key features,
SCIENTIFIC
SYSTEMS
INTERVENTIONI ST
ILLUMINATIVE
SCIENTIFIC MODEL:
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The scientific model is based on what is sometimes pointed out to be misunderstandings of the way natural sciences work. There is similarity between this model and the way much agricultural research is conducted. Thus, typically, if one wishes to find out the effects of a particular fertilizer on yields of wheat, one would normally 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 compare this to the effects of several other fertilizers) all of course grown in the same oil under 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 as standardized as are seeds and their conditions for learning application back on the job are quiet different; they also have quite a lot of influence over what, how and whether they learn anything from the training they receive.
Scientific Main Purpose Methods/features Proving Measure/ pre-post test, control groups; statistics Systems Controlling, Improving Rating Scales, out comes compared to objectives Illuminative Proving: Improving Observation; progressive focusing; discussion Interventionist Improving: Learning Short questionnaires and interviews; focus on stakeholders question Adopted by consultants, effective lever for changing things May be seen as biased
Usage
Very rarely used; largely myth
Most common model for training evaluation Pickups trivial outcomes, assumes objectives are real
Useful for new programmes, inside story Costly; difficult to use results
Weaknesses
Usually inconclusive; complex and expensive, often irrelevant
SYSTEMS MODEL: The systems model is the most commonly applied and recommended for training courses. This usually takes the form of handling out questionnaires and rating scales to participants on courses and occasionally following up on their reactions and thoughts after the whole thing is finished. Unfortunately, it is usual for evaluation to take place to stop after the reactions stage, and it is rather rare for any systematic follow-up to take place. This is partly because of the cost of tracking down people who have left the premises, and partly because trainees become less positive about courses 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 sometimes produce useful information for the trainers. ILLUMINATIVE MODEL:
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The Illuminative model was developed partly as a reaction to what was seen the sterility of scientific evaluation models. Illuminative evaluators rarely use measures or tests, preferring to talk to trainees and participants in depth, and to observe what takes place over quiet a long period of time. It is of course quiet a costly method, but it 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 of stakeholders and producing information which can lead to changes taking place. It is more pragmatic than the other three models in the sense that is adopts whichever of the standard methods seem to be appropriate (i.e. observation, questionnaires or interviews), but it scales them down so that they are no more than the minimum required to answer whatever questions are at stake. As such it is quiet a useful and cost effective model for consultancy interventions in training systems that are already established.
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Training and Development (819) DATA COLLECTION METHODS:

The majority of the evaluation data is usually obtained in the form of the direct reports (either spoken or written) from participants and other involved with a program. 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 process and should meet the demands of the various stakeholders involved. Every organization has multiple stakeholders and not everyone within the organization has the same information needs. Typically, organizational stakeholder groups include the training department, employees and business units. Their information requirements fall into two categories: whether the competencies have been learned and whether the learning has been applied toward improved performance. ASSESSMENT OF COMPETENCY LEARNING The assessment of competency learning, whether the training material has been learned, is best conducted at the individual level. It is at the individual level that organizations are able to assess employees reactions and increased understanding. Reactions are important because, if students react negatively to a course, they are less likely to transfer what they learned to their work. Increased understanding in terms of new or improved knowledge, skills and abilities is the primary aim of a training event. The training department requires information about competency learning to determine the effectiveness of training delivery and approach. Data concerning the overall effectiveness of training procedures, appropriateness of media and instruction methods and other issues relating to possible revisions in instructional design may prove to be very valuable to the training department and will assist them in better serving the needs of the other stakeholders involved. This information can be obtained through: Questionnaires - Questionnaires offer a structured tool that may provide both quantitative and qualitative information about employee reactions to the training event. The questionnaire should focus on both training content and delivery. The training content section should target questions to ascertain whether the training materials provide useful information that will assist in performing work tasks and whether the employee is more knowledgeable about the subject matter following the training event. The training delivery section should determine whether the information was presented in a logical order, at the appropriate level of detail and in an appropriate format. This information will assist the training department in determining how the training material should be revised or supplemented and whether the training medium used is best suited to the training content. It will also allow the
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training department to maintain an internal inventory of training vendors or offerings that have been rated best or least effective. Knowledge Review - Knowledge reviews offer an objective means of determining whether training content has been learned. Knowledge reviews refer to a general group of assessment tools in which employees read questions and respond in writing. The knowledge reviews may be administered by delivering the tool at the start and end of the training event. The tool should be developed as a short answer or multiple-choice instrument using the same questions in each administration, presented in a different order. The questions on the knowledge review should adequately address the learning objectives of the training. The results of each administration of the knowledge review can be compared to measure knowledge transfer during the training event. This information will be useful in assisting the training department to improve the course material. Observation - Observation is another evaluation method that provides information regarding employee reactions to the training. Training department personnel should observe employee interaction, level of engagement with training instructors and responses to course content. This evaluation technique may be informal or highly structured. Informal observation can be used to provide general information about the training structure. Alternatively, highly structured observation focuses on monitoring particular points in the training event and commonly involves the utilization of a checklist of the points to be observed. Records Records provide another medium for gathering evaluation data, and here one can distinguish between existing records and those that are deliberately created for or by the evaluator. When a complete outsider is involved in the evaluation, it is usually advisable to find out what has been written about the programme at different stages in its conception, design, promotion and implementation.
Participants Information One of the other medium is to obtain information from the participants directly and other interested parties. These comments can either be written or spoken, and in each case they may be conducted in an open or closed way (an open question is one which gives people space in which to write, in their own words, their own comments, thoughts. Written Comments Written comments usually have to be structured around an acceptable focus, such as formal aspects of the course, the nomination procedure, or what has taken place since the course was completed. It is less acceptable 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 they have been having with colleagues in the bar.
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Employees also require information about competency learning. However, the information provided to employees should be related to their ability to do their job better. These stakeholders will benefit by understanding their own strengths and weaknesses and how they have been addressed through the training process. This information can be obtained through: Employee Portfolio - The employee portfolio is an effective means of providing information to employees as well as their managers about the level of mastery of particular knowledge, skills or abilities following a training event. The employee portfolio should be designed to be used for informational purposes only. The results of the portfolio are not intended to be linked to employee performance evaluations. To implement this concept, employees should be required to identify the learning objectives of the training and within a 60-day time frame develop a work sample for review by the manager that demonstrates the application of their learning. The business unit manager should be required to ensure that within that time frame employees are assigned activities that will allow them to produce the portfolio. After receiving the portfolio, the manager should review it and provide feedback to the employee on strengths and areas for improvement. Skill Gap Analysis - Another means of providing employees information about their skill development is to require business unit managers to conduct an assessment of each employees level of knowledge, skills and abilities relative to the level required for successful performance in the position. The Skill Gap Analysis 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. This assessment should be used for informational purposes only and should not be linked to the employee evaluation process. Employees can use the results of this assessment to track their skill development over time from their manager's perspective. ASSESSMENT OF COMPETENCY APPLICATION The assessment of competency application, whether the competencies have been applied to improve performance and justify the investment, is best conducted at the organizational level, where performance changes can be assessed and related to training costs incurred. If, as a result of training, employees are using appropriate behaviors 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 to determine how competencies are being applied on the job. The information will assist them in making sound business decisions and determining training priorities. This information can be obtained through:
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Analysis of Organizational Performance Measures - Organizational performance measures identify the metrics against which successful business unit operations can be evaluated. These measures will enable performance tracking to identify trends and areas requiring further attention and/or interventions. As a training evaluation method, the changes in organizational performance measures should be compared to the employee Skill Gap Analysis. This comparison will identify the relationships between skill development and business performance. Information derived from this analysis will allow business unit managers to identify performance strengths and areas for improvement and make decisions about where additional training may be required. The use of organizational performance measures to assess training allows business units managers to be results-oriented and business-focused in their prioritization of training requirements. Analysis of Training Return on Investment (ROI) - ROI is a measure of the monetary benefits obtained by an organization over a specified time period in return 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 desired return was achieved. ROI is calculated by making estimates or obtaining measurements of the costs and benefits associated with a training program. Using this information, the business units can effectively assign and apply resources to improve performance and ensure organizational success.
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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 of Pakistan strategic policy objectives of creating indigenous corporate entities in the private sector for exploration and production of hydrocarbon deposits. Under the dynamic leadership of Mr. Zaheeruddin, Chairman and Chief Executive, PEL has embarked upon a very aggressive exploration program to rapidly search new deposits 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 is adequately equipped with logistics and support services. PEL has recently engaged an industry renowned Stanford alumnus Dr. Gulfaraz Ahmed as the Chief Operating Officer. He is committed to developing PEL into a well resourced integrated team of cutting-edge expertise. PEL believes in optimally exploiting knowledge/technology by outsourcing to the leaders in service industry. PEL has concluded an agreement with D&S International Consulting Limited, Calgary Alberta, Canada, for the provision of technical services. The company looks to the future and takes pride in being the pioneer local gas producing company in the private sector. PEL has been established with the aim of developing a strong indigenous base in exploration and production activities. The company is totally committed to exploring and exploiting the undiscovered oil and gas resources in Pakistan, and building a reputation of dynamic player competing with major upstream petroleum companies in the world. PEL has already fostered close working relationships with the Government of Pakistan and major multinational oil and gas companies operating in Pakistan. In Pakistan PEL have 10 onshore and 3 offshore exploration licenses, 6 development and production leases, and 2 non-operated joint-venture blocks. PEL has so far drilled 12 wells in joint ventures involving an expenditure of US$33 Million. It is presently producing 34 MMSCFD of natural gas from four gas fields. PEL is committed to investing over US$300 Million on exploration and development in its concession areas.
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PEL holds exploration and production rights over 17,300 km2 area in some of the best proven and potential areas for hydrocarbon find in Pakistan. Currently PEL acreage portfolio consists of 06 development and production leases and 10 exploration licenses, 03 offshore exploration licenses and 02 non-operated licenses. PEL Joint Venture Partners The diversity of operating companies which are joint venture partners with PEL clearly shows their confidence in PEL as a sound operating 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
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Training and Development (819) 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 training of 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 PELs 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 matters
with 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
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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, which highlighted 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 qualitative information about employee reactions to the training event. The questionnaire had been focused on both training content and delivery. The training content section had been targeted in questions to ascertain whether the training materials provide useful information that will assist in performing work tasks and whether the employee is more knowledgeable about the subject matter following the training event.
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1) How have the courses you have attended helped you with the job of
Geophysicist?
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 for
Geophysical 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)
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Training and Development (819) Merits, Demerits, Strengths and Deficiencies: Merits & Strengths:

The company is wholly Pakistani owned and has the bright future in the energy sector 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
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Training and Development (819) 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
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Training and Development (819) References:

A special tribute and thanks to the following professionals of Petroleum Exploration (Pvt.) Ltd for cooperating in providing data and fruitful assistance.
Name
Javeed Azam Muhammad Usman Javed Muhammad Hasnain
Designation
General Manager HR Manager HR Senior Geophysicist
Contacts
Javeed@pepl.com.pk ujk@pepl.com.pk husnain@pepl.com.pk
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Training and Development (819) 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 learn enough in such a short time. 2. A little too short 3. Just fine 4. A little too long 5. Definitely too long. The concepts could be learned in much less time. Comments and suggestions.
Lecture materials
3. How helpful were the lecture materials?
1. Not helpful. Made things more difficult to learn and understand. 2. 3. 4. 5. Really made things easier to understand and learn. Comments and suggestions
4. Will you recommend these materials to others?

1. No. Not helpful without following the sessions. 2. 3. 4. 5. Definitely. Comments and suggestions
5. If you have Linux project opportunities, will you use these materials again in the future?
1. No. I will look for other sources of information. 2. 3. 4. 5. Definitely. Comments and suggestions
Instructor added value

6. How knowledgeable was the instructor?
1. Not enough for my own technical experience. 2. 3. 4. 5. More than enough for my own experience. Comments and suggestions
7. Did instructor oral explanations add value to the lecture materials?
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1. No added value to reading the materials. 2. 3. 4. 5. Yes. The instructor really made very useful oral explanations. Comments. Don't hesitate to suggest things that could help the instructor improve his or her oral message and skills!
8. How well did the instructor answer questions from the audience?
1. Poorly. Didn't try to understand the questions well or rarely managed to find useful answers. 2. 3. 4. 5. Answered very well to questions from the audience. Comments and suggestions
9. Was the instructor helpful with practical labs?

1. No, not enough available and helpful during the labs. 2. 3. 4. 5. Yes. The instructor definitely helped to make labs a learning opportunity. Comments.
Training labs
10. How useful were the training labs?
1. Not useful. Didn't add significant value to the lectures. 2. 3. 4. 5. Very useful. Helped to highlight things not understood and build useful experience. Comments and suggestions
11. How difficult were the training labs?

1. Too difficult. Didn't help or even discouraged a beginner to get more familiar with the tools and concepts. 2. A bit too difficult. Would be better if the lab instructions gave a bit more details and explanations. 3. Just fine. Prompted me to look for answers, get my own experience 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. Comments and suggestions
12. Was enough time dedicated to the practical labs?

1. No. More practice is needed 2. A little bit more time would help. 3. Just fine 4. A little bit less time would be enough. 5. Don't need to spend so much time on labs. On-the-job practice Comments and suggestions
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is best anyway.
Training conditions
In the below three questions, you also rate the training environment. This can help people in charge of the training facilities to improve their service and training conditions for future sessions. So, please rate the below points, 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. Comments and suggestions
14. How do you rate the training equipment (mainly computers)?

1. Poor. Not powerful enough to execute practical labs. 2. 3. 4. 5. Very good. Very little time waiting, more time learning. Comments and suggestions
15. How well was the course organized (program, registration, schedule...)?
1. Not well. 2. 3. 4. 5. Very well Comments and suggestions
OVERALL RATING
16. How much did you learn?
1. Definitely not much. 2. 3. 4. 5. Definitely more than I expected. Comments and suggestions
17. How useful should this course be in your daily job?

1. Not useful. 2. 3. 4. 5. Very useful. Will make my job easier and more productive. Comments and suggestions
18. Would you recommend this course to others?

1. No. 2. 3. 4. 5. Yes, definitely. Comments and suggestions
19. Overall rating

1. 2. 3. 4. 5. Very disappointing Disappointing A little bit disappointing OK Pretty good Any other comments and suggestions that you couldn't make in the other sections
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6. Very good 7. Excellent
30
Ms. Sarwat Afzal R-39, Block-3, Unique Unique Cottoge, Gulistan e Johar KARACHI. (0333-340 9456)
M. Hammad Manzoor 508195394 # 508, 5th Floor, CTC Continental Trade Centre, Block-08 08, KARACHI. (0321Clifton 584 2326) Training & Development 02 0819
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Assignmen 2nd - 819 - Training and Develop Autum 2010ment

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Assignmen 2nd - 819 - Training and Develop Autum 2010ment

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Department of Business Administration

Training & Development (819)

Training and Development (819)

Training and Development (819)

Practical study of Petroleum Exploration (Pvt.) Ltd.

Conclusions and Recommendations

Training and Development (819) Introduction:

Training and Development (819)

Approach of training & Development:

Objectives Of Training And Development

Training and Development (819)

Process of Training & Development

Importance Of Training & Development

Training and Development (819)

more positive attitudes towards profit orientation.

Training Program Evaluation:

Training and Development (819)

Purposes of Training Evaluation:

Learning Proving Controlling Improving

Training and Development (819)

General Approaches to Evaluation:

Training and Development (819)

Very rarely used; largely myth

Usually inconclusive; complex and expensive, often irrelevant

Training and Development (819)

Training and Development (819) DATA COLLECTION METHODS:

Training and Development (819)

Training and Development (819)

Training and Development (819)

Training and Development (819)

Practical Study of Petroleum Exploration (Pvt.) Ltd.

Training and Development (819)

Training and Development (819)

Training and Development (819)

Training and Development (819)

Training and Development (819) Data Analysis:

Training and Development (819)

Training and Development (819)

3) Which course has been least helpful and why?

Geophysical Interpretation Software?

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

Demerits and Deficiencies:

Training and Development (819) Conclusions and Recommendations:

Training and Development (819) References:

Training and Development (819) Annexure- I: (Feed Back Evaluation Performa)

2. How was the duration of the course?

4. Will you recommend these materials to others?

Instructor added value

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

Training and Development (819)

9. Was the instructor helpful with practical labs?

11. How difficult were the training labs?

12. Was enough time dedicated to the practical labs?

Training and Development (819)

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

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

18. Would you recommend this course to others?

19. Overall rating

Training and Development (819)

Training and Development (819)

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