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Personnel training in telecommunication companies


11.24.2017 Comments Off on How to choose a telecommunications consultant - Part 1 is disabled 124 Views

The task of choosing a communications consultant can be extremely difficult. This walkthrough will help you focus on the most important aspects of your work. Follow this formula carefully and you will be successful in finding the right telecommunications consultant for your company.

Telecommunications consultants can do

The very nature of the specialization of consulting implications and a wide range of telecommunications professionals.

You can save time by limiting your search to consultants who regularly perform the necessary work. Consider your need for counseling from three different perspectives.


Voice-Data-Video-Radio-Fax-Microwave Paging-Broadcast-Telegraph-Wireless Voice Messaging-Electronic Mail-Teleconferencing-Remote Metering-Frame Relay-Virtual Private Networks-LANs-WAN-Voice over the Internet - and the list goes on!

As you can see, there are many possibilities! When you reduce your communications business to where you need help, answer the following questions:

  1. Is your operation small, medium or large?
  2. Is this a place, a few, tens or hundreds? (Thousands?)
  3. Are these places local, national or international?
  4. Are Phone Operations Specializing In Your Business?
  5. How important are your telecommunications operations (i.e. potential implications for technical problems?)

When to use a telecommunications consultant

Now the question is: when do you need to hire a telecommunications consultant? The following is a list of scenarios that will help determine your need for a professional consultant.

1. When do you need old help .

This situation is often the case when you know what needs to be done, and your staff either has the skills or can learn them, but you cannot save people from other tasks.

2. You need special skills for a specific task.

This scenario is executed when you know what needs to be done, but you do not have the knowledge or skills necessary to complete the task, how to do it.

3. You need special skills for a specific part-time job

. You need and want certain tasks to be performed daily, but you do not want to add a full-time specialist to your payroll. This is a general disappointment when companies think about hiring a telecommunications consultant.

4. You just need a different or “external” perspective in your telecommunications services or needs.

You feel that problems may arise that need to be resolved, but you seem to be unable to extract the parts into the real plan. Or, perhaps you think that you know what needs to be done, but the fee for managing potential risk or investment requires additional analysis and recommendations from an external expert.

The role of a consultant is not your decision for you.

However, a good consultant can effectively facilitate input, conduct analysis, demonstrate and evaluate information properly, as well as reduce the uncertainty associated with this so that you can make the necessary decisions. Once a decision is made, it can be cost-effective to use a consultant for specific implementation activities.

Qualitative methods:

  • interviews with company executives
  • selective interviews with trainees
  • analysis of documents (job descriptions, company structure, orders and other in-house regulations)
  • interviews with company customers
  • focus groups
  • observation included (meetings, team meetings, jobs)
  • testing and assessment of professional competence

Quantitative methods:

  • questionnaire program (preliminary content of training modules, with the task of voting for the proposed modules and topics within each of them from the point of view of the usefulness and importance of studying them)
  • questioning

In addition to solving the question of how to conduct a needs analysis, another one is important - who will conduct such an analysis. The arsenal of the methods used above will depend on this.

The result of the diagnosis of training needs should be a training plan that reflects the following parameters: what training programs, for which employees, when, by whose forces (internal or external)

Conditions for successful training are created if:

  1. key stakeholders (management, managers, future participants) recognize the learning outcomes as necessary,
  2. during the preparation of the training, future participants are given the opportunity to express their ideas and wishes about its objectives, content, methods of conduct,
  3. the expected learning outcomes are consistent with the corporate culture and goals of the company,
  4. managers support upcoming training,
  5. employees know what should change as a result of training, expectations are communicated to employees,
  6. employees want to participate in the training themselves,
  7. management will subsequently be able to track and maintain learning outcomes.

What types of training can be distinguished?

Firstly, professional, which in telecommunication companies occupies a significant share. As a rule, this includes the study of the following issues: safety issues, equipment operation, commissioning of new equipment, process automation, certification of services and quality systems, quality management, etc.

The second type of training is the field of management, strategic planning, leadership styles, delegation, making managerial decisions, motivation management, etc. Thirdly, the development of business skills, such as sales skills, communications, time planning, etc. Fourth, the psychological orientation of training, for example, working with stress, personal growth trainings, etc.

What forms of training are preferred?

The choice and preference of training forms is determined by the goals and objectives that the company management pursues.

A lecture is used when it is required to present a large amount of educational material in a short time. The lecture allows you to develop many new ideas in one session, to make the necessary accents. This form of training is widespread, for example, when introducing a new product to the market, when starting a new project. This form of training is less costly in terms of effort and time - but also less productive.

Another form of training is seminars. Students are given information, a lecture is given, after which it is discussed as part of a lively discussion. Seminar training is also good because it does not spend a lot of time - apparently, therefore, it is still preferred by most leaders when choosing forms of training.

The training is carried out with the aim of forming and improving skills and increasing the effectiveness of activities. Training, as a rule, lasts from 1 to 5 days. The duration of one school day is 8-10 hours. The optimal number of participants is 10-12 people. This allows, on the one hand, everyone to demonstrate the task to the trainer, and on the other hand, to exchange experiences, learn from each other. Typically, trainings are held in spacious, specially equipped classrooms of the organizing companies or the company's training center. Sometimes, if the content of the training requires its participants to completely disconnect from their work, they are invited to conduct classes in a country house or holiday home. These are, as a rule, trainings on team building, group decision making skills, strategy development, etc.

In order to transform experience and acquired knowledge into new skills, the training uses active methods, such as role-playing and business games, video analysis, discussions, etc.

Before starting classes, the coach determines the ideas, goals and expectations of the participants from the upcoming training. He must take into account all these factors when conducting classes and, if necessary, adjust the course program. The main part of the training is the analysis of theoretical material, which is fixed by role-playing, business games or individual exercises. Using the principle of activity in training is explained by the fact that a person learns 10% of what he hears, 50% of what he sees, 70% of what he speaks, and 90% of what he does. During the training, participants have the opportunity to overestimate and work out new ways of behavior, to experiment with them. The group creates a creative atmosphere and a trusting atmosphere, which contributes to the disclosure of each participant and more effective assimilation of knowledge, development of skills.

Training is effective when the goal is clearly defined, diagnostics are carried out (what is necessary to educate people is determined), the form of training is correctly selected.

Trainings can be divided into four groups: self-organization, teamwork, organization of others and customer focus.

The peculiarity of self-organization trainings is that they are aimed at developing abilities that improve the work of a specialist. Within the framework of these trainings, people are taught to effectively manage their time, set priorities correctly, and make independent decisions easily.

The second group of trainings aims to teach people to coordinate their actions with the activities of colleagues. Participants in such trainings are taught the principles of team building, effective teamwork, and a positive perception of leadership.

The third group of trainings is intended mainly for top managers. Leaders are taught the effective motivation of subordinates, delegation of authority, and are taught leadership and control technologies.

The fourth group of trainings is aimed at developing the ability of company employees to interact with external agents, including clients, business partners, the media, and government agencies. A typical example is training in developing skills in effective sales and customer service. Classes are also being held to form the correct attitude towards clients, the art of presentations and negotiations.

In addition, trainings are divided into three groups depending on what level of staff they are intended for. It can be conditionally divided into trainings for the lower level of employees, for the middle and for the higher level.

The most popular trainings are sales, customer service, communication skills, presentations, effective negotiations, team building.

The higher the position of an employee on the career ladder, the more difficult it is to train him and the higher should be the qualification of a teacher or trainer. Middle managers, heads of groups, departments, divisions, departments need knowledge of marketing, personnel management, time management, the art of meetings, negotiations and conflict resolution, the art of influence and persuasion.

Common for top management are training courses in the field of management and leadership development: strategic management, new management technologies, resource management, motivation management, team building, cooperation with partners or shareholders, corporate culture and image.

A characteristic feature of telecommunication companies is training in the framework of the TQM (Total Quality Management) ideology on modern management technology, certification of services and quality systems, improving business processes, and customer relationship management. The emergence of this topic was caused by the need to continuously improve the quality of all organizational processes, production and service. The main idea of ​​TQM is that the company should work not only on the quality of its product, the service provided, but also on the quality of the organization as a whole, including the work of staff. Quality is determined by achieving customer satisfaction, improving financial results and increasing employee satisfaction with their work.

The personality of the trainer, his professional skills play a huge role in the quality of the training. Therefore, it is important to decide before starting training in choosing a coach . For this, it is necessary to make sure before training that the trainer has the necessary skills.

The requirements for a trainer as an individual that can be used when choosing a trainer are as follows:

  • the ability to determine the group’s training needs and adapt course materials to suit job specifics company and identified training needs.
  • ability to build trust with the audience
  • ability to manage the learning process: manage the discussion, track group dynamics, etc.)
  • have the skills of effective self-presentation,
  • ability to articulate your thoughts
  • encourage dialogue
  • the ability to arouse the enthusiasm of students, challenge them to positive thinking, inspire the application of knowledge
  • the ability to use and combine various methods (mini-lectures, discussions, cases, written exercises) and teaching tools (video stories, modern business games)
  • ability to use office equipment: PC Power Point, projector, multimedia projector, video recorder, video camera
  • ability to analyze: the ability to evaluate how successfully students complete tasks
  • способность к самооценке, оценить точность установочных формулировок к заданиям для обучающихся, последовательность изложения, оценить, удается ли достигать целей обучения
  • способность максимально точно, полноценно и корректно представить информацию, полученную во время подготовки и проведения тренинга в письменном или устном виде с анализом (интерпретацией) и оценкой результатов обучения

Assessing the effectiveness of training is a critical point in managing staff development. Increasingly, the cost of professional training is seen as an investment in the development of the organization’s personnel. These investments should bring a return in the form of increasing the efficiency of the organization.

To date, the most complete method for evaluating the effectiveness of the training is the four-level model of Donald Kirkpatrick.

Kirkpatrick Model:

Grade LevelResult TypeWays and methods of assessment
1. Reaction levelParticipants reaction Opinion of participants, liked or disliked - smile sheet, happyness sheet
  1. Assessment form at the end of the training
  2. Surveys of training participants by company management
2. The level of acquired knowledgeChanges in participants Any changes in staff that contribute to effective work: a positive attitude, increasing professional motivation, changing thoughts (overcoming persistent stereotypes of thinking) increasing team cohesion, gaining specific knowledge (the so-called learning outcome)
  1. Introspection, self-esteem of the training participants about changes in mood, thoughts in their comments, set out in evaluation questionnaires
  2. Observations of a trainer-consultant during training, analysis of changes in training participants by the end of training and their description in the Report on the results of the training
  3. Control exercises at the end or during the training on the assimilation and use of acquired knowledge (group and individual, written, oral, in the form of role-playing games)
  4. Supervision of company management over changes in training participants after training
3. The level of behavior.Changes in behavior at the workplace. Systemic application of the knowledge acquired at the training.
  1. Observations of company management over the work of an employee who has undergone training in the field (at the workplace) The collection of material for certification containing a description of examples of effective and ineffective behavior in the performance of official duties, the description is stored in the personal file of the employee.
  2. Analysis of the Customer Questionnaire or analysis of the changed nature of entries in the Complaints and Suggestions Book
  3. Regular Certification
4. Effect levelChange in the results of a company’s activity Change in quality indicators: increased degree of customer satisfaction, company fame (image) improvement of the psychological climate, decrease in staff turnover Change in quantitative indicators: sales volume, market share, mass profit, profitability ratio, etc.Customer profile Custom research about the image of the company. Personal observations of company management. Track percent turnover.

Reaching Level Four - change in company performance and the return on investment spent by the company on training does not depend directly on the quality of training, and depends on the quality of management the company as a whole as a system of top and middle managers (scheme 1)

Scheme 1



level 4 Kirkpatrick achievement

So, for training to give real results, firstly, it must be clearly planned and, first of all, oriented to the needs of the company, its strategy, prospects and financial capabilities, secondly, it is necessary to identify training needs, and thirdly, to carry out activities aimed at motivating employees to study, fourthly, you need to choose the right forms and methods of training, fifthly, evaluation criteria must be defined and these criteria should be brought to the attention of students. However, the return on investment in training depends on the quality of company management, in particular, on senior and middle managers.